Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.
El Sayed, E. (2020). Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.. EKB Journal Management System, 42(42), 1-40. doi: 10.21608/maeq.2020.139844
Esraa Ramadan El Sayed. "Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.". EKB Journal Management System, 42, 42, 2020, 1-40. doi: 10.21608/maeq.2020.139844
El Sayed, E. (2020). 'Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.', EKB Journal Management System, 42(42), pp. 1-40. doi: 10.21608/maeq.2020.139844
El Sayed, E. Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.. EKB Journal Management System, 2020; 42(42): 1-40. doi: 10.21608/maeq.2020.139844

Using a Task Based Program Taught through the Discussion Method to Improve Secondary Stage Students’ Argumentative Paragraph Writing Skills and Self-Steam.

مجلة العلوم التربوية - کلية التربية بقنا
Article 10, Volume 42, Issue 42, January 2020, Page 1-40  XML PDF (600.1 K)
Document Type: المقالة الأصلية
DOI: 10.21608/maeq.2020.139844
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Author
Esraa Ramadan El Sayed
کلية التربية بالغردقة - جامعة جنوب الوادى
Abstract
Abstract :
The present study was conducted to investigate the effectiveness of using a task based program taught through the discussion method to improve secondary stage students’ argumentative paragraph writing skills and self-steam. Ninety two students were randomly selected and divided into a control group and an experimental one. The experimental group was trained in a task based program taught through the discussion method. The control group was instructed a course of these skills through the conventional method of teaching. Instruments of the present study included an argumentative paragraph writing skills test and a self-steam scale. Analysis of data obtained on the post tests revealed that the experimental group surpassed the control group in both the argumentative paragraph writing skills test and the self-steam scale. The suggested training program was found very effective in improving the students argumentative paragraph writing skills and it was found very effective in positively improving the students' self-steam.
Key words:  task based program, argumentative paragraph writing skills, students' self-steam
Keywords
task based program; argumentative paragraph writing skills; students' self-steam
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