This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Second-ary School for Girls. The experiment was conducted at the second semester of the aca-demic year 2016/2017. Two scientific sections from the 11th grade participated in the study; section B was the control group and section C was the experimental one. The former group practiced writing traditionally. The students in the latter group were en-rolled in two online platforms, ―Facebook‖ and ―PBworks‖, to practice the target skill electronically. A questionnaire, pre/posttests, online platforms, a text content analyzer tool and self-reports were administered to investigate the participants’ achievement and attitudes. With regard to the writing skill, the results indicated that the experi-mental group outperformed the control one. Also, the former manifested more positive attitudes towards e-learning than the other one.
This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Second-ary School for Girls. The experiment was conducted at the second semester of the aca-demic year 2016/2017. Two scientific sections ...
مادة فرعية
مجلة الدراسات التربوية والنفسية = Journal of Educational and Psychological ...