Images Not Shown
Kingdom of Saudi Arabia
Ministry of Education
Prince Sattam bin Abdulaziz University
College of Sciences and Humanities . HBT
Department of English Language
Summer Term 1441
Research Method ENG 4180
Research proposal
The Impact of CALL in Learning Writing Skill
A research proposal submitted as a partial fulfilment for the requirement of the course ENGL 4180 Research Method. Mentored by Dr. Abdulaziz B Sanosi.
Do not try to change items inBLUE
Do Not Change Format, Font Colour, Size, Margins, Spacing, or Background.
Contents
Your Research Title.1
Background:3
Research Problem4
Research Questions4
Research Hypotheses4
Research Objectives4
Literature Review5
Research Methods6
Sample6
Data Collection6
Data Analysis6
XXXXXXXXXXXXX
XXX XXXXXX of CALL in XXXXXXXX XXXXXXX Skill
Background:
Writing skills are considered one XX XXX most difficult language XXXXXX XXX many XXXXXXXX, not XXXX XXXXXXX in XXXXXXX, XXX writing in the mother XXXXXX XX not easy for XXXX XXXXXXXX, and in XXXX mastering the writing skill XXXXXXXX more XXXXXX.
XXXXXXXX XXXX XXXXXXXXXXX XXXXXXXX hurdles in the XXXXXXXXX learning XX XXXXXXX XXXXXX XX different XXXXX and ages both XX the school environment and XXXX-XXXXXXXXX.
XXXXXXXXXXX, the digitalization XX issues in the XXXXXXXX XXXXXXXXXXX has led XX the XXXXXXXXX and utilization XX Computer XXXXXXXX Language learning XXXXXXXXX XXXXXXXX XX XX CALL in XXX XXXXXXXXXXX XX efficiency in XXXXXXXX XXXXXXX XXXXXX.
XXXX XXX XXXX it possible XXX the XXXXXXXXXXXX XX positively growing XXXXXXXX XXXXXX in writing XXXXX learning. Teachers and XXXXXXXX have XXXXXXXXXXXX used XXXX to XXXX learning easier and more XXX.
XXXXXXX, the XXXXXXXXXX attained XXXX the use XX XXXX in learning XXXXXXX XXXXXX differs from XXXXXXXX to XXXXXXX XXX XXXXXXX XX teacher.
XXXX XXX XXXX designed for XXXXXXX XXXXXXXXXXX XXX XXXXXXX XXXXXXXX XXX each to understand differently XX XXXXX specific levels.
The XXXXXXXX XX be continuously attained XXXXXX be XXXXXX up XX the XXXXXXXXXXX of a XXXXXXXX that will XXXXX students and XXXXXXXX XX XXXX abreast with XXX advancement XXX revolutions XX this paradigm XXXXXX with the change in XXXXXXXXXX.
Nevertheless, the XXXXXXXX XXXX have XXXX brought including the ease XX XXXXXXXX XXX XXXXXXX XXXXX go beyond development of XXXX XXX primary XXXXXXXX of a learner XXX XXX XXXXXX language.
XXXXXXX, XXXX XX a XXXXXXXXXX XXXXXX in XXX enhancement of continuous learning XX English XX a second XXXXXXXX XXX students XXXX non-XXXXXXX speaking XXXXXXXXXXX. XXXXXXXXXXXX, native
English speakers have XXXXXXXX their writing XXXXXX XXXX the application XX CALL
XXXXXXXX Problem
1. Spelling: It XX XXX of the most XXXXXXXXX XXXX that students can face, and XXX difficulties XXXXXXXX XXXX XXX letter XX XXXXXXXXXX XXXX the sound it represents, which XXX cause difficulty for the XXXXXXX.
2- The calligraphy: indicates XXX XXXXX activity involved in XXX XXXXXXX XXXXXXX.
3. Expression or creation: XXXXXX to the most innovative part of the XXXXXXX XXXXXXX.
Research Questions
What are XXX difficulties of learning XX write in XXXXXXX?
What are the XXXXXX XX difficulties XX XXXXXXXX XX XXXXX in the English language XXXX students face?
What is writing XXX its importance?
XXXX XXX XXX XXXXXX XX XXX writing XXXXXXX for learning the English language?
Research XXXXXXXXXX
X-See the XXXXXXXXXX XXX studies XXXXXXX XX the XXXXX.
X. XXXXXXX the XXXXX tool and ensure XXX XXXXXXX and reliability.
3. XXXXXX the XXXXXXXXX approvals to XXXXX out the XXXXX XXXXX XXXX XXX XXX XXXXXXXX authorities.
X. XXX XXXXX XXXXXXXXX determines XXX teachers of XXXXXXX XXXXXXXX for the XXXXX XXXXX classes.
Research Objectives
Classification XX XXX XXXXXXXXXXXX of learning XX write in XXX XXXXXXX XXXXXXXX facing students
XXX XXXXX classes from XXX viewpoint of XXXXX teachers, XXXXXXX XXXXXXX questions XX XXXXX XXXXXXX in this XXXXXXX.
Literature XXXXXX
Previous studies related XX XXX difficulties XX XXXXXXXX to XXXXX in the English XXXXXXXX varied in XXXXX of XXXXX objectives
XXX XXXXXXX XX XXXXXXXXX XXXXXXX in each XX them, XXX XXX XXXXX used XX collect XXXX for those studies.
XX XXXXX XX XXXXX, they have XXXXXX, including what aims to XXXXXXXX the XXXXXXXXXXXX XX written cohesion, such as XXXXXXXX
XXXXX &XXX; Bletz (2002, and others) XXXXX at identifying the difficulties of XXXXXXXX to write in XXX XXXXXXXX
XXXXXXX in XXXXXXX, XXXX XX the Four-Way and XXXXXXXXXX Study (XXXX), but this study aims to identify
XXXXXXXXXXXX in XXXXXXXX XX write in XXX English XXXXXXXX XXX students of XXXXXXXXXX grades XXXX XXX basic XXXXXXXXX stage.
According to An Assessment XX the Effectiveness of XXXX in XXXXXXXX XXXXXXX Language XXXXXXX Skills in XXXXX Arabia, XXX XXXXXXX XXXXXXX XXX XXXX XXXXXXX or other XXXXXXXXX, the XXXXXXXXXXX of XXXX is XXXXXXX in XXXXX XXXXXXXX.
However, XXX XXXXXXXXXXX XX XXXX XX XXXXXXXX XXXX the XXXXXXX XX teacher XXX student to XXXXXXX. Fortunately, XXXX XXX been efficient XXXXX it has enabled learning XXXXXXXXXXXXX.
XXXX has set students in XXXXXX XX learn specific XXXXXXXXX XX revision XXX revisiting. XXXXXXX XXXXXXXXXX XXX XXXXXXXXXX review, XXXXXXXX master XXXXXXXX XXXXXX taught in class at a fast XXXX (XXXXXXXXXX, 2019).
Learning writing skills is XXXXXXXXX and hectic at XXX XXXX time XXX XXX students. XXXX is because XXXX encounter different problems XXXXX learning the XXXXXXX XXXXXX XX XXXXX. XXXXXXXXX of these XX the culmination of XXXXXXXX XXXXX XX XXXX up with word formation (XXXXXXXXXX, XXXX).
XXXXXXXX XXXXXXX
XXXXXXXX methods XXXXX XX XXXXXXX XXXX research determine:
1- The XXXXX XXXXXXX.
2- The XXXXX's XXXX and questions.
X- The XXXXXXXXXX XX the XXXXX.
4- XXXXX XXXXX.
X- XXXXX limits
X- XXXXX limitations.
Sample
XXX sample XX XXX study XXX chosen XX stratified XXXXXX method, at the rate of X% XX the study population, XXXXX identification
XXXXXX size according to XXXXXXXX tables for XXXXXXXXXXX samples according XX XXX XXXXXX XX XXX XXXXXXX and XXX XXXXXXXXXXX XXXXXXXXX
An English XXXXXXX and XXXXX are XXXXXXX in basic XXXXXXXXX
As XXX XXXXXX XXXXXXX (351)
Grades (X-6) XXX the XXXXXXXX year XXXX/XXXX, XXX XXX table XXXXX XXXX.
XXXXX
|
Private school
|
XXXXX school
|
school
XXXXXX
|
Sample
|
society
|
XXXXXX
|
XXXXXXX
|
XXXXXX
|
society
|
XX
|
698
|
38
|
XXX
|
20
|
XXX
|
teacher (XXXX)
|
293
|
3523
|
266
|
XXXX
|
27
|
320
|
teacher (female)
|
351
|
4221
|
|
|
XXXX Collection
The XXXXXXXXX of the study XXXX was XXXXXXXXX XX using XXX methods: the XXXXXXXX consistency method XXXXX an equation
Alpha - XXXXXXXX, and XXX test XXXXXX (XXXXXX - Test)
Apply XXX questionnaire XX (30) individuals from XXXXXXX the XXXXX XXXXXX, and XX-apply them XXXXX two XXXXX, and after
The XXXX stability XXXXXXXXXXX was calculated using XXX XXXXXXX correlation coefficient XXXXXXX the XXXXXXX of the XXX XXXXXXXXXXXX, XXX XXX following table shows the XXXXXXX.
Pearson
|
Cronbach XXXXX
|
Specialization
|
number
|
X.87
|
0.81
|
XXXXXXXXXXXX writing XXXXXXXX words and XXXXXXX.
|
1
|
0.XX
|
X.86
|
XXXXXXXX XXXXXXXX XXXXXXXXXXXX.
|
X
|
X.74
|
0.88
|
The difficulties of XXXXXXX expression and its organization.
|
X
|
X.88
|
X.XX
|
XXXXX mark
|
XXXX XXXXXXXX
XXXXXXXXXXXX averages and standard deviations were extracted to measure the degree XX XXXXXXXXXXXX
XXXXX XX write in XXX XXXXXXX XXXXXXXX in public XXX XXXXXXX schools at XXX Directorate XX XXXXXXXXX.
The XXXX and standard deviations XXXX extracted according to:
Supervising authority and gender.
XX XXXXXXXXX the stability coefficient a Pearson correlation coefficient and XXX XXXXX XXXXXXXX XXXXXXXX were XXXX.
Bibliography
Alhujaylan, X. (2019). XX XXXXXXXXXX of XXX XXXXXXXXXXXXX XX XXXX in Teaching XXXXXXX Language Writing XXXXXX in XXXXX Arabia. XXXX World English Journal (AWEJ) Special XXXXX XX CALL, (X).
Bitchener, X. S (2005). XXX XXXXXX Of Different Types of XXXXXXXXXX Feedback on
XXX XXXXXXX XXXXXXX, Journal XX XXXXXX XXXXXXXX XXXXXXX. XXX.14, No.
X,191-XXX
XXXXX, H. & Blote, X. (1993). X Longitudinal XXXXX an XXXXXXXXXX XXXX Writing
XXXXXXX School. XXXXXXX Of Learning XXXXXXXXXXXX, XXX. 26, No. 10.
Dana, X. (XXXX). XXXXXXXXX XXXXXXXX XX XXXXXXX to XXXXXXX Writing. XXXXXXX of
Second XXXXXXXX Writing. Vol.16, No. 3.
XXXX, X.(XXXX). XXXXXXX to XXXXXXX XX XXX XXXXX student. In X.XXXXX (XX),
Publishing with students: X comprehensive XXXXX. (p. 1-X) Postsmouth,
XX: Heinemann.
Fageeh, X. (XXXX). Saudi Collage students XXXXXXX Regarding XXXXX English
XXXXXXX XXXXXXXXXXXX. XXXXXXXX XXXXXXXXXXXX, School of Graduate XXXXXXX and
Research, Indiana XXXXXXXXXX of XXXXXXXXXXXX.
XXXXXX, XXXXXX J. ; Gerson, Steven X. (XXXX). XXXXXXXX XXXXXXX Process and
XXXXXXX. Ohio: Pearson Prentice Hall.
Heard, X. (XXXX). The revision XXXXXXX: Teaching XXXXXXXXXX XXXX XXXX.
Portsmouth, NH: Heinemann.
XXXXXXX, X. X. (XXXX). Creative XXXXXXX and Schiller’s Aesthetic Education.
Journal XX XXXXXXXXX Education. XXX.41, No.3, 41-XX.
XXX, X.(XXXX). XXXXXXX XXXXXXXXX XX Teacher XXXXXXXX XX Two XXXX Kong
Secondary Classrooms. Journal of XXXXXX Language XXXXXXX, In Press,
XXXXXXXXX Proof, XXXXXXXXX online 20 February XXXX.
Parsons, L.(2001). Revising and XXXXXXX. XXXXXXX, XX: Pembroke.
XXXXXXX, K.(2008). XXX Building XXXXXX of Writing: XXXXXXXX to XXXXX XXXXXXX and
Spell Words. XXXXXXX XXX XXXXXXX. 21. XX-XX.
Rivers, W &XXX; XXXXXXXXX, M (XXXX). A Practical Guide of XXX Teaching XX English
XX a XXXXXX or Foreign Language. (XXXX XXXXX) printing, XXX XXXX, Oxford
XXXXXXXXXX Press.
XXXXXXX,X.(XXXX). “XXX XXXXXXX, I added a XXXXXX!” Middle schoolers XXXXX to revise.
XXXXXX from XXX XXXXXX, XX(2), 20-26.
Tompkins, Gail E.(XXXX).XXXXXXXX Writing XXXXXXXXX Process XXX XXXXXXX.
Ohio: Pearson Prentice XXXX.
XXXXXX, J. &XXX; Ash,X. (2007). XXXXXXXXX XXXXXXXXXXX. In XXXXXXXXXXX of special
education: X XXXXXXXXX for XXX education XX children, adolescents, XXX XXXXXX
with XXXXXXXXXXXX XXX XXXXX exceptional individuals.
">