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All Journal Indonesian Journal of Applied Linguistics (IJAL) IJoLE: International Journal of Language Education
Ruba Fahmi Bataineh, Ruba Fahmi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE EFFECT OF SCAFFOLDING AND PORTFOLIO ASSESSMENT ON JORDANIAN EFL LEARNERS’ WRITING Bataineh, Ruba Fahmi; Obeiah, Salameh Fleih
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2643

Abstract

This study examines the potential effect of scaffolding-based instruction and portfolio-based assessment on Jordanian EFL tenth grade students’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study uses a quasi-experimental experimental/control group, pre-/posttest design. In the experimental group, 15 female tenth grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their written pieces using agency scaffolding, the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, and a slightly adapted version of Hamp-Lyons and Condon’s (2000) Portfolio Model of collection, selection and reflection. A control group of 28 students were instructed conventionally per the guidelines of the teacher’s book. Using descriptive statistics and ANCOVA to analyze the students’ scores on the pre- and the posttests, the results showed that the group taught through scaffolding-based instruction and portfolio-based assessment outperformed the control group (at a≤ 0.05) in their overall writing performance and in their performance on the five writing sub-skills.
Do Mind Maps Really Catalyze EFL Grammar Learning? Conjunction as a Case Bataineh, Ruba Fahmi; Al-Majali, Hiba Ahmad
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.36393

Abstract

This study examines the potential effect of mind mapping-based instruction on Jordanian EFL tenth-grade students’ use of additive, adversative, causal and temporal conjunctions. A purposeful sample of two tenth-grade sections was drawn from a public school in Mafraq, Jordan. The two sections were randomly assigned into an experimental group of 14 students, taught through mind mapping, and a control group of 13 students, taught per the guidelines of the prescribed Teacher’s Book. Following an eight-week treatment, the data were collected by means of a post-test. The findings revealed that the experimental group scored significantly higher than the control group in the use of the four types of conjunctions and overall. The study concludes with several pedagogical implications and recommendations for further research.
Co-Authors Al-Majali, Hiba Ahmad Salameh Fleih Obeiah, Salameh Fleih