Publication: Effects Of Complementary Approach On Arabic Writing Skills For Trainee Teachers
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
World Wide Journals
Abstract
The purpose of this article is to report a quasi-experimental research on Arabic writing skills AWS for the trainee teachers. The effect of complementary approach CA on achievements of AWS for grade one Arabic as a Second Language students was investigated. The null hypothesis (Ho); there is no signicant difference at 0.05 between students' achievements in the experimental cluster and students' achievements in the control cluster when CA is used to teach AWS was tested. The Randomized Solomon Four Group Design n=100 was used. Different statistical measures were applied to analyze the data including averages, standard deviations, degrees of freedom and independent t-tests. The ndings yielded the rejection of the null hypothesis (Ho) of no significant difference between clusters' means when CA is used to teach AWS for the sample in question at: 1-2 =19.04, t=5.223, df (48)=.000, α2, p <.05. The alternative hypothesis (Ha) was accepted due to the following data abstractions: integrated reading and orthography: 1-2 =11.12, t=3.955, df (48)=.000, α2, p <.05; integrated reading and essay writing: 1-2 =31.24, t=5.630, df (48)=.000, α2, p <.05; integrated listening and summary writing: 1-2 =-6.461, t=-1.246, df (48)= .220, α2, p >.05 and integrated speaking and report writing: 1-2 =40.44, t=7.823, df (48)=.000, α2, p <.05. Other than the CA strategy of integrated listening and summary writing which yielded insignicant effects, the rest of the selected CA strategies positively inuenced AWS variables in question. These ndings can be interpreted in a number of implications, including building integrative AWS curricula for the purpose of Arabic writing benchmarking and standardization. They are also applicable in terms of predicting and controlling of relevant Arabic linguistic variables for different research and practical purposes. The signicance of these ndings is also feasible with the contemporary scientic call for the diversication of communication andragogy.
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Keywords
Complementary Approach, Arabic, Writing Skills, Trainee Teachers