Asset Details
Do you wish to reserve the book?
Scaffolding with Online Tasks for Developing Critical Writing Skills of 2nd Year Secondary School Students
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Scaffolding with Online Tasks for Developing Critical Writing Skills of 2nd Year Secondary School Students
Do you wish to request the book?
Scaffolding with Online Tasks for Developing Critical Writing Skills of 2nd Year Secondary School Students
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Scaffolding with Online Tasks for Developing Critical Writing Skills of 2nd Year Secondary School Students
2020
Overview
The study aimed at developing the required EFL critical writing skills for 2nd year secondary school students through using scaffolding with online tasks. Participants of the study were randomly selected and divided into two groups (31 for the experimental group and 31 for the control group). The study employed a critical writing skills test and a critical writing skills rubric. The necessary critical writing skills for 2nd year secondary school students were determined through the use of a checklist approved by a jury of specialists in teaching EFL. During the experiment, the experimental group received instruction through using scaffolding with online tasks, while the control group received regular instruction. The experiment lasted for two months. The analytical descriptive method and quasi experimental design were followed. The statistical analysis of the obtained data from the administrations of the test confirmed the effect of scaffolding with online tasks on developing critical writing skills for 2nd year secondary school students. Thus, the aim of the study was achieved as using scaffolding with online tasks showed a large effect size on developing the critical writing skills for the experimental group of the participants. Based on the results, it was recommended that teachers should give due attention to the development of critical writing skills in EFL classes through online scaffolding tasks. In addition, using scaffolding in developing other language skills was suggested.
Publisher
جامعة سوهاج - كلية التربية
Subject
