The Effect of an Instructional Program based on the Blended Learning Strategy in Enhancing English Pragmatic Competences among the Secondary Stage Students
الكلمات المفتاحية:
Program based on the Blended Learning Strategy, Pragmatic Competence, and the Secondary Stage Students
الملخص
The present study aimed at investigating the effect of an instructional program based on the blended learning strategy in enhancing English pragmatic competences among the secondary stage students in Saudi Arabia Kingdom. To fulfil the purpose of the study, the quasi-experimental design was adopted (pretest - post-test). The participants, totalling (56), were randomly selected form the second-year students in a public secondary school in Taif in Saudi Arabia. They were assigned into two groups: An experimental group (N= 28) that studied via an instructional program based on the blended learning strategy and a control one (N=28) that studied via the traditional method. The instrument consisted of a pragmatic competences tests to assess both discourse and functional competences. The results of the study revealed that: There was a statistically significant difference (α ≤ 0.05) between the mean scores of the control group and the experimental group in the post-administration of the pragmatic competence test, in favor of the experimental group. The study recommended developing Training English language teachers on how to exploit technology to boost collaboration among students and integrate the pragmatic competence teaching in their courses. In addition, the researcher suggested conducting further studies into blended learning strategy and pragmatic competences in English as a foreign language.
المراجع
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24. Garrison, D. & Vaughan, N. (2011). Blended Learning in Higher Education (Framework, Principles and Guidelines). Interdisciplinary Journal of Virtual Learning in Medical Sciences, 2 (3), 68-69. \
25. Hamrayevich, J. G. (2024). Developing Pragmatic Competence of English Learners Through a Blended Learning Approach that Matches their Cognitive Styles. Miasto Przyszło,50, 84-85.
26. Holovatska, N. (2023). Impact of blended learning on studying English as a Foreign Language. East European Journal of Psycholinguistics, 24-35.
27. Huang, Y. (2007). Pragmatics. Oxford University Press.
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29. Kasper, G. & Kellerman, E. (1997). Introduction: Approaches to communication strategies. In G. Kasper, & E. Kellerman (Eds.), Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives (1-13). Longman Publishers.
30. Kasper, G. (1999). Data collection in pragmatics research. University of Hawai’i Working Papers in English as a Second Language 18 (1). http://hdl.handle.net/10125/40802.
31. Marjan, L. & Seyed-Mohammad, G. (2012). Benefits of Collaborative learning. Procedia - Social and Behavioral Sciences. 31, 486 -490.
32. Michinov, N., & Michinov, E. (2008). Face-To-Face Contact at The Midpoint of An Online Collaboration: Its Impact on The Patterns of Participation, Interaction, Affect, and Behavior over Time. Computers in Education, 50 (4), 1540–1557.
33. Monteiro, E. & Morrison, K. (2014). Challenges for collaborative blended learning in undergraduate students. Educational Research and Evaluation, 20(8), 564-591.
34. Morales, J. & Navia, G. (2017). Blended Learning in The Generation of Abilities for Collaborative Work. Atlante Jornal: Cuadernos de Educación y Desarrollo.
35. Nugroho, A., & Fitriati, R. (2021). Flipped learning instruction and pragmatic competence: A case of English for accounting students. English Learning Innovation, 2(1), 1-9.
36. Reisslein, J., Seeling, P., & Reisslein, M. (2005). Integrating emerging topics through online team design in a hybrid communication networks course: Interaction patterns and impact of prior knowledge. The Internet and Higher Education, 8, 145–165.
37. Sagban, A. & Alquraishy, S. (2020). The Effect of Teaching Conversational Strategies on Developing Pragmatic Competence of Iraqi EFL University Students. Talent Development & Excellence, 12.
38. Shah, S.; Hussain, M. & Nassef, O. (2013). Factors impacting EFL Teaching: An Exploratory Study in the Saudi Arabian Context. Arab World English Journal, 4(3), 104-123.
39. Sickinger, P., & Schneider, K. P. (2014). Pragmatic competence and the CEFR: Pragmatic Profiling as a Link between Theory and Language Use. Linguistic, 54(1), 113-127.
40. So, H. & Brush, T. (2008). Student Perceptions of Collaborative Learning, Social Presence and Satisfaction in a Blended Learning Environment: Relationships and Critical Factors. Computers & education, 51(1), 318-336.
41. Taguchi, N. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
42. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied linguistics, 4 (2), 91-112.
43. Torabi, S. (2024). Contributions of Flipped and Blended Teaching to EFL Learners' Pragmatic Awareness: Effects and Attitudes. Anatolian Journal of Education, 9(1), 1131-144.
44. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
45. Wafa’A, H. & Altakhaineh, A. (2019). The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89-111.
46. Yates, L. (2010). Dinkas down under: Request performance in simulated workplace interaction. Pragmatics and language learning, 12, 113-140.
47. Zurainee, A. (2016). Blog-Assisted Language Learning for Collaborative Learning in A Second Language Extensive Reading Programme [Doctoral Dissertation, University of Utara – Malaysia]. ProQuest Dissertations and Theses Global.
2. Ajabshir, Z. (2019). The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence. Computers in Human Behavior, 92, 169-177.
3. Al Khateeb, A. & Almujaiwel, S. (2018). Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis. Journal of Language Teaching and Research, 9 (6), 1301-1313.
4. Al-Hazmi, S. (2017). Current issues in English language education in the Kingdom of Saudi Arabia. Journal of Modern Languages, 17 (1), 129-150.
5. Al-Qeyam, F. R., Bataineh, R. F., & Smadi, O. M. (2016). The effect of form-focused instruction on learning and retaining pragmatic knowledge among Jordanian EFL tertiary-level learners. Journal of International Doctoral Research, 5(1), 28-50.
6. Alotaibi, H. H., & Zeidan, A. A. (2023). Mobile Learning Implementation In EFL/ESL: Qualitative Systematic Review. Journal of Positive School Psychology, 896-920.
7. Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
8. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع, (97), 345-363.
9. Alzahrani, F. K. J., & Alotaibi, H. H. (2024). The Impact of Artificial Intelligence on Enhancing EFL Writing Skills among High School Students. مجلة العلوم التربوية والانسانية, (34), 226-240.
10. Alzahrani, F. K. (2018). The Relationship Between Subtitled Video Sharing and Vocabulary Learning Among EFL Students at Secondary Stage. Journal for Specialized Studies, 15(1), 29-48.
11. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
12. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
13. Alzahrani, F. K. J., Al-Sobhi, B. M. S., Alshehri, S. A. A., Hatan, M. I. A., Al-Ghamdi, A. M. A., & Alsubhi, I. S. M. (2024). Investigating EFL Students’ Attitudes Toward Talented Speakers Contest. journal of arts, literature, humanities and social sciences, (102), 331-318. https://doi.org/10.33193/JALHSS.102.2024.1062
14. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/10.3390/su15054613
15. Aydin, Z., & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Technology, 18(1), 160–180.
16. Bardovi-Harlig, K., Mossman, S., & Su, Y. (2017). The effect of corpus-based instruction on pragmatic routines. Language Learning & Technology, 21(3), 76-103.
17. Blake, C. (1966). A procedure for the initial evaluation and analysis of linear programmes. Innovations in Education & Training International, 2(3), 97-101. DOI: 10.1080/1355800660030206.
18. Bouftira, M., El Messaoudi, M., & Li, S. (2022). Developing EFL learners’ pragmatic competence through a blended learning model: A quasi-experimental study. European Scientific Journal (ESJ), 18(16), 105-132.
19. Celaya, M. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3 (2), 181-190.
20. Council of Europe. (2018). Common European framework of reference for languages: Learning, Teaching, and Assessment. Companion volume with new descriptors.
21. Ellis, R. (1996). SLA and language pedagogy. Studies in Second Language Acquisition, 19, 69-92
22. Elyas, T. & Al-Grigri, W. (2014). Obstacles to teaching English in Saudi Arabia public schools: Teachers’ and supervisors’ perceptions. International Journal of English Language Teaching, 2(3), 74-89.
23. Field, A. (2009). Discovering Statistics Using SPSS, (3rd ed).
24. Garrison, D. & Vaughan, N. (2011). Blended Learning in Higher Education (Framework, Principles and Guidelines). Interdisciplinary Journal of Virtual Learning in Medical Sciences, 2 (3), 68-69. \
25. Hamrayevich, J. G. (2024). Developing Pragmatic Competence of English Learners Through a Blended Learning Approach that Matches their Cognitive Styles. Miasto Przyszło,50, 84-85.
26. Holovatska, N. (2023). Impact of blended learning on studying English as a Foreign Language. East European Journal of Psycholinguistics, 24-35.
27. Huang, Y. (2007). Pragmatics. Oxford University Press.
28. Jonassen, D.; Howland, J.; Moore, J. & Marra, R. (2003). Learning to Solve Problems with Technology: A Constructivist Perspective (2nd ed). Columbus, OH: Merrill/Prentice- Hall.
29. Kasper, G. & Kellerman, E. (1997). Introduction: Approaches to communication strategies. In G. Kasper, & E. Kellerman (Eds.), Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives (1-13). Longman Publishers.
30. Kasper, G. (1999). Data collection in pragmatics research. University of Hawai’i Working Papers in English as a Second Language 18 (1). http://hdl.handle.net/10125/40802.
31. Marjan, L. & Seyed-Mohammad, G. (2012). Benefits of Collaborative learning. Procedia - Social and Behavioral Sciences. 31, 486 -490.
32. Michinov, N., & Michinov, E. (2008). Face-To-Face Contact at The Midpoint of An Online Collaboration: Its Impact on The Patterns of Participation, Interaction, Affect, and Behavior over Time. Computers in Education, 50 (4), 1540–1557.
33. Monteiro, E. & Morrison, K. (2014). Challenges for collaborative blended learning in undergraduate students. Educational Research and Evaluation, 20(8), 564-591.
34. Morales, J. & Navia, G. (2017). Blended Learning in The Generation of Abilities for Collaborative Work. Atlante Jornal: Cuadernos de Educación y Desarrollo.
35. Nugroho, A., & Fitriati, R. (2021). Flipped learning instruction and pragmatic competence: A case of English for accounting students. English Learning Innovation, 2(1), 1-9.
36. Reisslein, J., Seeling, P., & Reisslein, M. (2005). Integrating emerging topics through online team design in a hybrid communication networks course: Interaction patterns and impact of prior knowledge. The Internet and Higher Education, 8, 145–165.
37. Sagban, A. & Alquraishy, S. (2020). The Effect of Teaching Conversational Strategies on Developing Pragmatic Competence of Iraqi EFL University Students. Talent Development & Excellence, 12.
38. Shah, S.; Hussain, M. & Nassef, O. (2013). Factors impacting EFL Teaching: An Exploratory Study in the Saudi Arabian Context. Arab World English Journal, 4(3), 104-123.
39. Sickinger, P., & Schneider, K. P. (2014). Pragmatic competence and the CEFR: Pragmatic Profiling as a Link between Theory and Language Use. Linguistic, 54(1), 113-127.
40. So, H. & Brush, T. (2008). Student Perceptions of Collaborative Learning, Social Presence and Satisfaction in a Blended Learning Environment: Relationships and Critical Factors. Computers & education, 51(1), 318-336.
41. Taguchi, N. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
42. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied linguistics, 4 (2), 91-112.
43. Torabi, S. (2024). Contributions of Flipped and Blended Teaching to EFL Learners' Pragmatic Awareness: Effects and Attitudes. Anatolian Journal of Education, 9(1), 1131-144.
44. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
45. Wafa’A, H. & Altakhaineh, A. (2019). The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89-111.
46. Yates, L. (2010). Dinkas down under: Request performance in simulated workplace interaction. Pragmatics and language learning, 12, 113-140.
47. Zurainee, A. (2016). Blog-Assisted Language Learning for Collaborative Learning in A Second Language Extensive Reading Programme [Doctoral Dissertation, University of Utara – Malaysia]. ProQuest Dissertations and Theses Global.
منشور
2024-09-25
كيفية الاقتباس
Dr. Homaid Abdulhameed Al-Mansouri. (2024). The Effect of an Instructional Program based on the Blended Learning Strategy in Enhancing English Pragmatic Competences among the Secondary Stage Students. Journal of Educational and Human Sciences, (39), 214-231. https://doi.org/10.33193/JEAHS.39.2024.550
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2024 Dr. Homaid Abdulhameed Al-Mansouri
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