Abstract
<p>The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study sample scores, in the post application for linguistic performance test, and measure of decision-making; and to achieve the objectives of the study, the researcher used two methods: descriptive approach and quasi-experimental design, per experimental group.</p><p>Ibn al-Qayam intermediate school was chosen randomly, and then the intermediate third grade was chosen deliberately, in the three grades altogether there were 90 students, in each class 30 students; and 3/3 experimental groups, of 30 students each were drawn, and represented the study material in linguistic classroom activities in the English language. Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making.</p><p>The study yielded many results of which the most important were: the presence of statistically significant differences between the average score of the sample study in the two applications, pre and post for linguistic performance estimate card and the measure of decision-making; in each axis separately, and in the linguistic performance overall in the English language; and the skill of decision making; in favor of the post application, and the presence of statistically significant correlation relationship between the average scores of the sample study in the post-application linguistic performance estimate card; and the measure of decision-making. Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills.</p>
Highlights
Modern Education has confirmed that the integrated construction of the personality of the learner can only be achieved through a school climate that allows him movement and interaction through school courses and an accompanying variety of activities, inside and outside the classroom, and school activity is a component of the main curriculum, and an integral part of the course material; to facilitate understanding and assimilation through actual practice of it, and the formation of habits, skills, values and ways of thinking are necessary to continue education
Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making
Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills
Summary
Modern Education has confirmed that the integrated construction of the personality of the learner can only be achieved through a school climate that allows him movement and interaction through school courses and an accompanying variety of activities, inside and outside the classroom, and school activity is a component of the main curriculum, and an integral part of the course material; to facilitate understanding and assimilation through actual practice of it, and the formation of habits, skills, values and ways of thinking are necessary to continue education. Intermediate third grade students who represent a crucial stage in education and English language education and acquiring its skills, because they are close to the secondary stage; that collects the English language in it, which is extremely important to pass the measure of general aptitude tests, and perhaps the most prominent reasons for weakness in the collection of English language skills due to the teaching methods, strategies and school courses that failed in developing language skills and teaching them (Starr & Krajcik, 1990; Reyes & Smith, 1993; Hass, 1991) This is a matter which requires the availability of an educational environment rich in incentive and stimuli; through the use of a variety of linguistic activities, from the premise that the importance of oral linguistic activities in teaching English as a second language extends to other limits beyond mere collection, they lead to an increase in students’ motivation, their attitude towards learning, working to achieve language goals, brings life to acquired linguistic elements; increases the exercise and use of linguistic yield stored in the memory; and its vitality and permanent presence in the mind, prevents them from stagnation, protects them from forgetfulness, renewal of life in them, they gain vitality and continuation, works on developing them and accelerates in enriching them, installs a lot of correct linguistic habits and using it for successful use and moves the students from a culture of memory to a culture of innovation
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