The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students

Autor/in	Alotaibi, Majed Ghazai
Titel	The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students
Quelle	In: English Language Teaching, 13 (2020) 7, S.19-26 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Active Learning; Student Projects; Instructional Effectiveness; Persuasive Discourse; Writing Skills; Secondary School Students; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Scores; Adolescents; Males; Saudi Arabia + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Unterrichtserfolg; Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Sekundarschüler; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Saudi-Arabien
Abstract	The aim of this study was to investigate the effect of project-based learning model on persuasive writing skills of Saudi EFL secondary students. The design of the study was quasi-experimental approach using pre and posttest for control and experimental groups. Participants were consisted of (59) students of third grade secondary school, randomly divided into two groups: experimental group consisted of (30) students and control group consisted of (29) students. Experimental group was taught using project-based learning while control group was taught using the traditional method. All participants were tested using the pre/post persuasive writing performance test before and after the intervention. The difference between the posttest's mean scores of the control and experimental groups were calculated using independent samples T-test. The result showed that there was a significant difference between the posttest's mean scores of the control and the experimental groups in favor of the experimental group. It was concluded that participants' level of persuasive writing performance significantly developed after receiving the explicit project-based learning model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01