The Effect of Experiential Learning on Improving the Performance of EFL Students as Perceived by Teachers of English in the Northern Governorates of Palestine

Year: 
2015
Discussion Committee: 
Dr. Ahmed Awad / Supervisor
Dr. Ziyad Tanni / External Examiner
Dr. Ayman Nazzal / Internal Examiner
Supervisors: 
Dr. Ahmed Awad / Supervisor
Authors: 
Noor Saber Abd Alkareem Abu-Assab
Abstract: 
This study aimed at investigating the effect of Experiential Learning on improving the performance of EFL students as perceived by teachers of English in the Northern Governorates of Palestine. The study examined the role of the following variables: (gender, academic qualification, years of experience, and type of school) on teachers' perspectives. To achieve the purpose of the study, the researcher developed a 42-item questionnaire which included four domains of performance: Students' cognitive skills, Students' social skills, Students' motivation for the material, and Students' scores in exams. Moreover, the researcher conducted interviews with (21) of EFL school teachers. The researcher distributed the questionnaire randomly on a sample of (429) EFL teachers during the scholastic year 2014-2015. A descriptive statistical analysis was used to analyze the collected data. The results of the study showed that there is positive effect of Experiential Learning on improving the performance of EFL students as perceived by teachers of English in the Northern Governorates of Palestine. It also showed that there were significant differences at the level (α ≥ 0.05 ) in teachers' perspectives due to their academic qualification in the first and third domains in favor of those who have master or above. However, there were no significant differences in the teachers' perspectives due to their gender, years of experience, and type of school. In the light of the study results, the researcher recommended including experiential teaching in curriculum syllabuses, and training teachers on different methods of Experiential Learning.
Pages Count: 
109
Status: 
Published