Abstract
The current paper explored Experiential Learning standards, methodologies and techniques via designing a training programme and investigated its effect on IUG English majoring students in enhancing teaching performance cognition and in improving teaching speaking skill. The researchers followed the quasi-experimental approach with a one sample design of a pre-posttest. The Wilcoxon Signed Ranks Test for two linked samples was used to test the differences in the means in the cognitive test before and after the application of the proposed programme based on EL. The researchers used an observation card for assessing female students' practices in teaching speaking skill according to ECRIF framework. They compared the sum of responses, means, std. deviation and the percentage weight and rank of each field to a criterion value. The results showed that there were statistically significant differences between the pre and post applications of the cognitive test in favor of the posttest. It was found that IUG English majoring students' performance of teaching speaking skill was above (80%).The paper concluded with the confirmation of the effectiveness of the proposed programme based on EL in enhancing the teaching performance cognition as well as improving the practices of teaching speaking skill for IUG English majoring students.
Highlights
Teacher is the most prominent component of the teaching and learning process, since he is the one who controls, interacts, supports, prompts, organizes, teaches, helps, guides and assesses our children
Practicum which is teaching speaking skill for Islamic University of Gaza (IUG) English majoring students by preparing and implementing a programme based on Experiential Learning (EL)
✓ What are the standards of the proposed programme based on EL? ✓ Are there statistically significant differences at (α ≤0. 05) between the mean scores of cognitive pre and post-tests for IUG English majoring students?
Summary
Teacher is the most prominent component of the teaching and learning process, since he is the one who controls, interacts, supports, prompts, organizes, teaches, helps, guides and assesses our children. The researchers scouted some great teachers' views as a pilot study for the most effective training they got and they touched realistic results after implementing its techniques i.e. the training which makes a real difference in their performance The conclusion of their views was that courses which depend on direct application and teaching through practical experience affect more. "teaching experientially is both exciting and risky, exciting because learners actively engage in their own learning and risky because the outcomes of any experiential exercise are never certain” (Morrison-Shetlar & Heinrich, 1999, p.5), through taking results' ownership by participants and allowing them opportunities for developing their knowledge and practice by demonstrating, observing, collaborating, reflecting and working in real or semi-real circumstances. Immediate feedback: teachers can see the effects of their decisions immediately
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