الفهرس 
Background and Problem
Definition of TermsOnly 14 pages are availabe for public view
 |  | from | 383 |  |  |
| | | from | 383 | | |
Abstract
This chapter presents a summary of the results, methodology, discussion,
limitations, pedagogical implications , recommendations and suggestions for
further research.
5.1. Summary of the Results
The results showed that there were statistically significant differences
between the mean scores of the experimental group students and those of the
control group students in the reading/writing post - test in favour of the
scores of the experimental group students.The results showed also that there
were statistically significant differences between the mean scores of the
reading/writingpre-post tests of the experimental group in favour of the posttest scores.
5.2. Methodology
5.2.1. Design
The current study used the quasi-experimental design to investigate
the effect of the proposed program which is based on Beyond Constructivism
Paradigm ( Knowledge Navigation) on developing the prep students’ English
reading and writing proficiency. In the present study, two classes were
selected randomly in order to represent the experimental and the control
groups. The experimental group students received the instruction through the
proposed program. On the other hand, the control group students received
regular instruction. Moreover, a pre-post test was administered to the two
groups.
150
5.2.2. Participants
Participants of this study were 50 students at the 2nd year of the prep
stage in Hassan Abo Bakr Experimental School in Alkanater Alkhairya
District. The participants were selected randomly from the second term of the
academic year 2014/2015. They were assigned into two groups : an
experimental group and a control one. Each group consisted of 25 students.
The age of those students ranged from 13-14 years.
5.2.3. Study Instruments
5.2.3.1.The Reading skills Checklist.
The rationale for developing a reading skills checklist was to determine
the most important reading skills necessary for the second year prep students.
Based on this checklist, the reading/ writing skills pre-post test was designed
by the researcher.
5.2.3.2. The Writing Skills Checklist.
The rationale for developing a writing skills checklist was to determine
the most important writing skills necessary for the second year prep students.
Based on this checklist, the reading/writing skills pre-post test was designed
by the researcher.
5.2.3.3. The Reading/Writing Skills Test.
Based on reading and writing skills checklists , the researcher developed a
reading/writing skills test. The test was used as a pre-post instrument to
assess the reading/writing skills of the experimental and control group
students before and after administering the program and consequently to
investigate the effect of the program. 5.2.3.4. Scoring Rubric.
This rubric was prepared by the researcher to provide the rater with clear
and accurate standards on which she can depend to rate the test. This rubric
prevents bias to any of the participants. It is a guideline that can be used to
provide consistency in evaluating student work. It helps the raters to give
almost consistent scores. It provides a measurement system for specific tasks.
The benefits of using a rubric are creating a more objective method of
scoring and identifying specific criteria to evaluate students .
5.2.3.5. Satisfaction Questionnaire
This questionnaire was prepared by the researcher in order to measure
the participants’ satisfaction with the program and assess how much the
program was successful. This questionnaire was administered after the end
of the program on the experimental group only .
5.3. Discussion
The purpose of this study was to investigate the effect of using a program
based on beyond constructivism paradigm on developing the prep students’
English reading and writing proficiency. The t-test for independent groups
was used to compare the mean scores of the experimental group students and
those of the control group students in the reading post - test. The results
showed that there were statistically significant differences between the mean
scores of the experimental group students and those of the control group
students in the reading post - test in favour of the scores of the experimental
group students. The results reached by this study coincide with the studies of
Mohamed ( 2010), Gass, Mackey and Ross (2005), Lin and Chin (2007),Tsinghong (2009, Arnold (2006), Hsieh, Cho, Liu, and Schallert, (2008),
Saine 2010), Schoeller and McKevitt (2013), Abu El- khair (2014), El
khateeb (2012), VanWyk and Louw( 2008), Anjel and James (2004), and
Huang (2008),.
The t-test for independent groups was used to compare the mean scores of
the experimental group students and those of the control group students in the
writing post - test. The results showed that there were statistically significant
differences between the mean scores of the experimental group students and
those of the control group students in the writing post - test in favour of the
scores of the experimental group students.This indicates that the Knowledge
navigation activities performed by the experimental group students were rich
enough to improve their use of written expression. This improvement in
writing due to training on technology enhanced learning because the learners
had the opportunity to write using the internet which exposed them to new
idea, expressions and vocabulary which they could make use of in further
writing assignments.This was confirmed in previous studies as Cononelos
And Oliva , (1993) Warshcauer, (1996), Beauvois, (1998), Beauvois (1998),
Kevin (2000), Mostafa (2007), Jebreen (2008) ,Kocoglu (2010),Vurdien
(2011), Oxnevad, (2013), Apple (2011), Chen, (2008), Chou & Chen,
(2008), Raman(2005) and Vaughan (2008).
5.4. Limitations
1-The sample size is the first limitation in this study. The number of
participants was determined by the total number of the class which consisted
of twenty-nine students. Only twenty-five students attended regularly and participated in the program.
2-The researcher found a big problem when he wanted to implement the
program because there was a problem in the equipment and there was a
problem to find a well qualified teacher to implement the program if the
equipment was available.
3-The researcher faced the problem of the internet speed which caused some
trouble to the instructor who has a limited time to finish the lesson because
the participants have other lessons.
4-Designing an independent proposed program which is not built on the
participants’ syllabus is another challenge. The program needed additional
time to be implemented. If the program is built on the content of the
textbooks, it will be easier to implement it during the class lessons.
5-The mid-term exams caused a problem to this research because students
were involved in these exams. Therefore, they did not want to do the
assignments because they were preparing for the exams. Also the students
were not free during these exams.
5.5. Pedagogical Implications
This research offers a number of implications to be considered in EFL
classroom. Since the participants’ English reading and writing proficiency
developed due to the beyond constructivism paradigm, learners should be
made aware of beyond constructivism paradigm and instructed to make use
of it to improve their future learning. Teachers should teach their students
how to read and write using beyond constructivism paradigm.
Learning paradigms are still very much founded in a content-driven and knowledge production paradigms. The rapid developments in information
and communication technology have and will continue to have a profound
impact on information processing, knowledge production and learning
paradigms. Students need to know the increasing role and impact of
technology on education to be stimulated and encouraged to use technology
in learning. Institutions should move away from providing content per se to
learners. It is necessary to focus on how to enable learners to find and
identify information. Learners should know how to integrate knowledge in
their world of work and life, to solve problems and to communicate this
knowledge to others.
This study shows that technology is a necessary component and should
be integrated into practice in language education, not just to enhance or
extend existing practice, but to change practice. Technology is transforming
the way we live. Students’ abilities and desires should be exploited in an
exemplary way for the benefit of both the students and the curriculum
development. Students spend most of their time on the internet, so it can be a
good way to spend some of this time learning from the internet in order that
they cannot be bored with learning or with their teachers’ methods.
The findings of this study indicated that participants’ English reading and
writing proficiency appeared to have improved after they had experienced the
beyond constructivism paradigm based program. A classroom implication for
this is that ICT should be integrated in English language classrooms. For
most students in the study, EFL classroom is the place where they primarily
experience the target language and practice the language skills. In order to prepare the students with the language they tend to use in real-life situations,
EFL teachers have to train students in a normal way using computers.
Therefore, students would not experience much difficulty dealing with the
internet in reading, and writing to other people in English.
Reading and writing in a traditional language class do not present a real
language use. If EFL students are limited to the use of books, notebooks and
board in reading and writing, they will miss the real interactions with others.
If students really interact with others through the internet, it will give them
more confidence and their language will develop. Teaching reading and
writing in an integrative way saves time and effort of teachers and students.
Knowledge Navigation Paradigm based instruction produced positive results
concerning reading skills ( skimming, scanning, guessing and making
inferences). It also produced positive results concerning writing skills
(content, organization, style and mechanics).
The findings of the study also imply that teachers can promote students’
attitudes towards language learning by providing materials and activities that
are interesting and useful for students’ goals. Students should be provided
with opportunities to practise reading and writing in a more communicative
way. Holding written dialogues with real people on the internet fosters
students’ reading and writing abilities and encourages long life learning.
Knowledge navigation presents a unique opportunity to combine a
wide range of effective instructional practices in one activity, integrating
technology, collaborative learning, critical thinking, authentic assessment and
navigation. In this study, Knowledge navigation has a lot of contributions on the students’ learning. It increases the students’ motivation to learn through
the challenge of confronting authentic tasks. Knowledge navigation creates
an opportunity for collaboration as students need to work together online to
complete a task. Collaborative tasks prevent the feeling of isolation students
may have when encountering problems for the first time, as there will be peer
support provided through group work. This will also help maintain
motivation at a higher level as they must continue to work together toward
achieving a common goal.
A clear implication of the study results is that beyond constructivism
paradigm based learning should be emphasized as an essential tool for
developing reading and writing proficiency. Teacher education programs
should provide teachers with the opportunity to familiarize themselves with
future learning paradigms, share ideas and collaborate with each other on
new technology projects. In addition, enhancing the integration of technology
in schools requires a ready access to technology resources and ongoing
support. Schools should provide teachers with modern technologies and
technical infrastructure that support effective teaching and learning.
Teachers should be aware of the importance of the ICT in developing
students’ reading and writing proficiency as the traditional method in
teaching reading and writing is less effective. Knowledge Navigation based
instruction provides students with immediate feedback and different types of
reinforcement. Using the internet in the learning process encourages students
to be more cooperative and active when doing an activity. Teachers should
find quality resources that support their teaching and fit their curriculum This study was limited to one stage and only 50 students participated.
Therefore, further research needs to be carried out. The same study should be
conducted in different stages in Egypt and results can be compared to the
results of this study to be of benefit to the field of education. Adapting the
same study to a different culture and comparing the results may also open
ways for further research in the field of education. Further research needs to
be done involving secondary stage and university students in Egypt. With the
increased importance placed on reading and writing in Egypt, it would be
beneficial for additional research to be conducted in other settings to
determine the effects of beyond constructivism paradigm on student reading
and writing proficiency, even outside Egypt.
5.6. Recommendations:
In the light of the results obtained in the current study, a number of
recommendations could be helpful in the methodology of teaching English as
a foreign language (EFL).These recommendations are:
A- Ministry of Education
The current program can be adopted for teaching reading and writing skills
to students at the secondary stage and university taking into consideration
students’ age, needs, interests and linguistic proficiency level.
Reading and writing skills should be given more attention in Egyptian
EFL classes. More time and effort should be exerted to develop these
skills and their sub-skills.
More concentration should be given to creating a place in the prep school
students’ curriculum for the internet. Training courses on future paradigms especially Knowledge Navigation
should be given to EFL teachers.
Knowledge Navigation Paradigm is recommended as a learning strategy
that helps students understand how to navigate and to make students selfreliant, adaptive and life long learners.
There should be a sort of detailed clarification regarding Knowledge
Navigation Paradigm for both teachers and students.
B-Teachers
EFL teachers should adopt Knowledge Navigation Paradigm which
emphasizes the importance of Navigation and insists that education should
not be concerned with what or how to learn, but how to navigate in the
world of knowledge explosion.
EFL teachers should develop learners’ skills and strategies to continue to
learn, making learning experiences meaningful and relevant to the
learner’s life.
EFL teachers should make students aware of the importance of the internet
in acquiring new skills.
EFL teachers should be aware of individual differences and learning
styles. They should be aware of learners’ characteristics while teaching
reading and writing skills to be able to provide different tasks and
activities.
A student-centered philosophy in the teaching and learning should be
adopted to replace the teachers full domination. C- Students:
Students should be given a humanistic learning environment where they
can practise reading and writing skills in a friendly, supportive and
anxiety-free way.
EFL learners’ reading and writing skills should be improved through
communication, collaboration, problem solving and navigation.
Students should share more responsibilities in their learning. They
should have independent chances to practice reading and writing, and
more opportunities to self-evaluate their performance.
5.7. Suggestions for Further Research:
Replication of this study with modification is recommended. While the
purpose of the study was to investigate the effect of knowledge Navigation
on developing second year prep students English reading and writing
proficiency, subsequent studies must offer additional evidence about the
effect of this paradigm:
Further research is needed to develop other language skills (listening,
and speaking ) using Beyond Constructivism Paradigm (Knowledge
Navigation) as the present study provided support to the effect of the
program on developing some reading and writing skills of the second
year prep students.
Further research is needed with other student populations at different
levels of education and in different locations with the purpose of investigating the effect of Beyond Constructivism Paradigm
(Knowledge Navigation) in developing their reading and writing skills.
Other studies are needed to investigate the effect of conducting similar
program over a longer period of time on students language skills.
Similar programs can also be applied with different set of reading and
writing skills and with different samples.