the effectiveness of using scenario-based learning
TRANSCRIPT
The Effectiveness of Using Scenario-Based Learning
Strategy in Developing EFL Eleventh Graders'
Speaking and Prospective Thinking Skills
السيناريو في تنمية مهارات التحدث فعالية استخدام التعلم القائم على الصف الحادي عشر لبةوالتفكير المستقبلي لدي ط
By
Reem H. Al-Attar
Supervised by
A thesis submitted to the Faculty of Education in partial fulfillment of
the requirements for the Master Degree in Education
May 2019
الجـامعــــــــــة الإســـــلاميــة بغــــزة
عمادة البحث العلمي والدراسات العليا
كـليـــــة الـــــتربـــيـــــــــــــــــــــــــــة
ماجستير منـــــاهج وطرق التدريـــس
The Islamic University of Gaza
Deanship of Research and Graduate Studies
Faculty of Education
Master of Curriculum & Instruction
Prof. AbdulMouti Al-Agha
Professor of Curriculum and
Instruction
Dr. Ayman Hassan Abu Elenein
Assistant Professor of Curriculum
and Instruction
I
إقرار
التي تحمل العنوان: أنا الموقع أدناه مقدم الرسالة
The Effectiveness of Using Scenario-Based Learning Strategy in Developing
EFL Eleventh Graders' Speaking and Prospective Thinking Skills
التحدث والتفكير المستقبلي لدي طلبة الصففعالية استخدام التعلم القائم على السيناريو في تنمية مهارات الحادي عشر
أقر بأن ما اشتملت عليه هذه الرسالة إنما هو نتاج جهدي الخاص، باستثناء ما تمت الإشارة إليه حيثما ورد، وأن
لنيل درجة أو لقب علمي أو بحثي لدى أي مؤسسة الآخرينهذه الرسالة ككل أو أي جزء منها لم يقدم من قبل
ليمية أو بحثية أخرى.تع
Declaration I understand the nature of plagiarism, and I am aware of the University’s policy on
this. The work provided in this thesis, unless otherwise referenced, is the researcher's
own work, and has not been submitted by others elsewhere for any other degree or
qualification.
اسم الطالب:Reem Al Attar
Student's name:
:Signature التوقيع:
:Date 05/2019/ التاريخ:
III
Abstract
The Effectiveness of Using Scenario-Based Learning Strategy in Developing
EFL Eleventh Graders' Speaking and Prospective Thinking Skills
Background and Problem: Speaking skills forms a great pillar of Palestinian syllabus
as speaking skills plays a prominent role in developing learners' English competences.
Moreover, prospective thinking is also important for developing speaking skills when
scenario-based learning strategy is effectively utilized.
Aims: The study aimed at investigating the effectiveness of using scenario-based
learning strategy in developing speaking skills and prospective thinking for eleventh
graders. The study sample consisted of (72) female students.
Methodology: The study adopted the quasi-experimental approach which requires two
groups of students; an experimental group and a control one. The researcher designed
a checklist of speaking and prospective thinking skills. Then the researcher prepared a
pre-posttest based on the checklists. The researcher also implemented the experiment.
The researcher analyzed the data after applying the test.
Results: The study results indicated that scenario-based learning strategy was effective
in developing 11th graders speaking and prospective thinking skills. This was clear in
the statistically significant differences in the post test for the experimental group in
speaking and prospective thinking skills.
Conclusion: This study adds a new finding that is related to developing not only
speaking skills, but also prospective thinking skills. The researcher does recommend
that more research should be dedicated to examine the role of Scenario-Based Strategy
in the process of improving other language aspects and skills.
Keywords: Effectiveness, Scenario-Based learning strategy, speaking skills,
prospective thinking skills.
IV
الملخص
فكير م على السيناريو في تطوير مهارات التحدث و التئفعالية استخدام التعلم القاعنوان الدراسة:
المستقبلي لدى طلبة الصف الحادي عشر
لأن مهارة التحدث و ذلكتشكل مهارة التحدث جزء أساس من المقرر الفلسطيني؛ موضوع الدراسة:
تلعب دور مهم في تطوير كفاءات متعلمي اللغة الإنجليزية. علاوة على ذلك، التفكير المستقبلي مهم
د. استخدام استراتيجية التعلم القائم على السيناريو بشكل جي أيضًا في تطوير مهارات التحدث عندما يتم
هدفت الدراسة للتحقق من فعالية استخدام استراتيجية التعلم القائم على السيناريو في هدف الدراسة:
تطوير مهارات التحدث و التفكير المستقبلي لدى طالبات الصف الحادي عشر، حيث إن عينة الدراسة
و سبعين طالبة.تكونت من اثنين
استخدمت الدراسة المنهج شبه التجريبي الذي يتطلب مجموعتين من الطالبات، ة الدراسة:منهجي
احداهما تجريبية و الأخرى ضابطة. صممت الباحثة قائمة بمهارات التحدث و التفكير المستقبلي، ثم
ا. ثم قامت الباحثة بتطبيق أعدت اختبار قبلي بعدي بناءً على قائمة المهارات التي إعدادها مسبقً
بة، و أخيرًا حللت النتائج احصائيًا بعد تطبيق الاختبار. التجر
أظهرت النتائج أن استراتيجية التعلم القائم على السيناريو فعالة في تطوير مهارات التحدث و النتائج:
الإحصائية في التفكير المستقبلي لدى طالبات الصف الحادي عشر. و هذا واضح من خلال الفروق
الاختبار البعدي.
أكدت النتائج أن الاستراتيجية طورت مهارتي التحدث و التفكير المستقبلي على حدٍ سواء. الخلاصة:
لذلك توصي الباحثة بإجراء مزيد من الدراسات لدراسة دور استراتيجية التعلم القائم على السيناريو في
الأخرى. عملية تحسين الجوانب و المهارات اللغوية
ة، التعلم القائم على السيناريو، مهارة التحدث، مهارة التفكير المستقبلي. فعالي كلمات مفتاحية:
V
Dedication
This work is dedicated to:
To the souls of martyrs.
To my beloved Palestine which I still dream to be liberated.
To my family, friends and everyone who supports, understands and
believes in me to reach this gracious moment. I wish I could make you
all so proud.
VI
Acknowledgments
In the name of Allah, the most gracious, the most merciful
My deep thanks and gratitude are due to Allah, the Generous for enlightening my
soul and mind, and providing me with sense of value, patience, and persistence to
accomplish this work.
Sincere thanks, love, and appreciation are devoted to my supervisor Prof. Abdul
Mo'ti Al Agha who helped me a lot in every step in my research journey. He was
cooperative and helpful. Also, thanks go to Dr. Ayman Abu Elenien for his
invaluable assistance and insightful guidance on every step of the research.
My special thanks and gratitude are paid to the staff of Shuhadaa Bany Suhaila
Secandary School, its principal, teachers and students who were cooperative and
sincere in participating in the study.
I feel a deep sense of gratitude for the jury members who provided me with
constructive feedback and valuable comments.
Deep love and gratitude are devoted to my family and friends for being always there
for me.
The Researcher
Reem H. Attar
VII
List of Contents
Declaration ................................................................................................................................ I
II ................................................................................................................................... نتيجة الحكم
Abstract ................................................................................................................................... III
IV ...................................................................................................................................... الملخص
Dedication ................................................................................................................................ V
Acknowledgments ................................................................................................................... VI
List of Contents ...................................................................................................................... VII
List of Tables ............................................................................................................................. X
List of Appendixes ................................................................................................................... XI
List of Abbreviations .............................................................................................................. XII
Chapter One Study Background .............................................................................................. 2
1.1. Introduction 2
1.2. The need for the study 6
1.3. Pilot study 6
1.4. Statement of the problem 7
1.5. The questions of study 8
1.6. The hypotheses of study 8
1.7. The Significance of the Study 9
1.8. The Purpose of the Study 9
1.9. Delimitations of the Study 10
1.10. Definition of Terms 10
1.11. Summary 11
Chapter Two Literature Review ............................................................................................. 13
2.1. Overview of Scenario Based Learning 13
2.1.1. Definition of Scenario based learning 14
2.1.2. The importance of using Scenario Based learning 15
2.1.3. Approaches of Scenario Based Learning 16
2.1.4. Components of Scenario-Based-Learning 17
2.1.5. Stages of Scenario-Based-Learning 18
2.1.6. Types of Scenario-Based Learning Strategy 19
2.1.7. Characteristics of a good scenario 21
VIII
2.1.8. The teacher & the learner roles in SBL 22
2.2. Overview of importance of speaking 25
2.2.1. Definition of speaking 26
2.2.2. Components of Speaking Skill 26
2.2.3. The sub-skills of speaking skill 28
2.2.4. Characteristics of Successful Speaking Activities 29
2.2.5. The Characteristics of a good speaker 30
2.2.6. Challenges of speaking English as a foreign language 31
2.2.7. Activities to promote speaking skills 32
2.2.8. Strategies for Teaching Speaking Skills 35
2.2.9. Assessing English language speaking 37
2.2.10. Techniques for Assessing Speaking 39
2.3. Overview of prospective thinking 40
2.3.1. Steps and stages of prospective thinking 41
2.3.2. Ways to develop prospective thinking skills 43
2.3.3. Dimensions of prospective thinking 44
2.3.4. Importance of prospective thinking 44
2.3.5. Skills of prospective thinking 45
2.4. Summary 45
2.5. Studies related to using Scenario Based Learning 46
2.5.1. Comments on previous studies related to Scenario-based-learning 48
2.5.2. Studies related to Speaking 50
2.5.3. Comments on previous studies related to Speaking 52
2.5.4. Studies related to using Prospective Thinking 55
2.5.5. Comments on previous studies related to Prospective Thinking 57
2.6. Summary 59
Chapter Three Methodology of Study ................................................................................... 61
3.1. Type of research design 61
3.2. Population of study 61
3.3. Sample of study 61
3.4. The variables of the study 62
3.5. The instruments of the study 62
3.6. Speaking test 62
IX
3.7. Prospective Thinking test 67
3.8. Controlling the variables 73
3.9. Procedures of the study 76
3.10. Statistical analysis procedures 77
3.11. Summary 77
Chapter Four Results& Data analysis ..................................................................................... 79
4.1. Data Analysis and results of study questions 79
4.1.1. The results and answer of the first question 79
4.1.2. The results and answer of the second question 81
4.1.3. The results and answer of the third question 82
4.1.4. The results and answer of the fourth question 85
4.1.5. The results and answer of the fifth question 88
4.2. Results of study hypotheses 92
4.2.1. Results of the first hypothesis 92
4.2.2. Results of the second hypothesis 94
4.3. Summary 97
Chapter Five Conclusions and Recommendations ................................................................. 99
5.1. Discussion of the study findings and hypotheses: 99
5.2. Conclusion of the study 102
5.3. Recommendations of study 104
5.4. Pedagogical implications for teaching 107
5.5. Suggestions for further studies 109
References............................................................................................................................ 112
Appendices ........................................................................................................................... 121
X
List of Tables
Table (1.1): Results of speaking skills in light of speaking skill in the pilot study ..... 7
Table (3.1): Correlation coefficient of every item of the speaking test ..................... 64
Table (3.2) Pearson Correlation coefficient for every skill in the Speaking test ....... 64
Table (3.3): (KR20) and split-half coefficients of the speaking test domains ........... 65
Table (3.4): Difficulty coefficient for each item of the speaking test ........................ 66
Table (3.5): Discrimination coefficient for each item of the speaking test ............... 67
Table (3.6): Correlation coefficient of every item of the prospective thinking test .. 69
Table (3.7):Pearson Correlation coefficient for every skill in the prospective thinking
test .............................................................................................................................. 70
Table (3.8):(KR20) and Split half coefficients of the prospective thinking test
domains ...................................................................................................................... 70
Table (3.9):Difficulty coefficient for each item of the prospective thinking test ...... 71
Table (3.10):Discrimination coefficient for each item of the prospective thinking test
................................................................................................................................... 72
Table (3.11):T-test results of controlling English achievement variable ................... 73
Table (3.12):T- test results of controlling speaking test variable .............................. 74
Table (3.13):T-test results of controlling prospective Thinking variable .................. 75
Table (4.1):The percentage weight of the speaking skills in light of speaking
checklist ..................................................................................................................... 81
Table (4.2):The percentage weight of the prospective thinking skills in light of
prospective thinking checklist ................................................................................... 83
Table (4.3):T-test independent sample results of differences between the
experimental and the control group in the post speaking skills test .......................... 85
Table (4.4) :The Table with Reference to Determine the Level of Size Effect (²η) and
(d) ............................................................................................................................... 87
Table (4.5) :The Effect Size of Scenario-Based-learning strategy on the Experimental
group in the Post-Test of speaking skills ................................................................... 87
Table (4.6):T-test independent sample results of differences between the
experimental and the control group in the post prospective thinking skills test ........ 89
Table (4.7)The Effect Size of scenario-based learning strategy on the experimental
group in post-test ....................................................................................................... 91
Table (4.8) :T. Test paired sample results of the differences between the pre-test and
the post test of the experimental group in speaking skills test ................................... 93
Table (4.9):The effect size of scenario-based learning strategy in the pre- and the
post test of the experimental group ............................................................................ 94
Table (4.10): T. Test paired sample results of the differences between the pre-test and
the post test of the experimental group in prospective thinking skills test ................ 95
Table (4.11):The effect size of Scenario-based learning strategy in the pre- and the
post test ...................................................................................................................... 96
XI
List of Appendixes
Appendix (1) English Speaking and Prospective Thinking Skills Checklists ........ 122
Appendix (2) Pre-post Speaking Achievement Test ................................................ 126
Appendix (3) Prospective Thinking Test ................................................................. 132
Appendix (4) Lesson Plan ........................................................................................ 136
Appendix (5) List of Referees ................................................................................. 152
Appendix )6) Permission to apply the experiment .................................................. 153
Appendix (7) Photos of the experiment .................................................................. 154
XII
List of Abbreviations
ELT English Language Teaching
EFL English As Foreign Language
SBL Scenario-Based-Learning
Chapter One
Study Background
2
Chapter One
Study Background
1.1. Introduction
English language is now the most prominent language worldwide which is still used in
almost all the countries either as a native, second or foreign language simply because it
has association with modern technology, science, medicine, trade and globalization. The
need for teaching and learning English has become indispensable in most Arab countries.
Palestine is one of those countries that gives English a lot of attention through modernizing
its curriculum and its teaching and learning methods.
Furthermore, English replaces other languages and becomes the leading means of
communication worldwide and has become the most important foreign language in the
world. At present, English is the language of international communication; science;
commerce; advertising; diplomacy and transmitting advanced technology. (Coury &
Carlos, 2001).
As a matter of fact, English has become an important base for anyone seeking
employment in business, industry or technology in Palestine. Accordingly, the main
purpose of teaching English in secondary schools is to enable students to communicate in
English in order to be capable of enrolling in the labor market and to cope with the
challenges of higher education as well. Thus, eventually the need for providing Palestinian
EFL secondary stage students with basic speaking skills, as the most important means of
communication and also more focus is particularly given to spoken English at the
secondary stage.
Hammam (2018) regards that speaking is one of the four language macro skills
(listening, speaking, reading, and writing). It is the means through which learners can
communicate with others to achieve certain goals or to express their opinions, intentions,
hopes, feelings, and viewpoints. In addition, people who know a language are referred to
as '' speaker '' of that language. In addition, in almost any setting, speaking is the most
frequently used language skill.
3
In the same context, EL Menoufy, (1997, p. 9) argues that speaking is used twice as
much as reading and writing in the communication. Speaking has usually been compared
to writing, both being considered "productive skills", as opposed to the "receptive skills"
of reading and listening. Speaking also is closely related to listening as two interrelated
ways of fulfilling communication. Every speaker is simultaneously a listener and every
listener is at least potentially a speaker.
However, Barros (2003) demonstrates that lack of speaking skills may affect the other
skills of English language because if students find difficulty to communicate with others,
they start to lose motivation towards learning the foreign language because language is
not a unit of separated components, but all skills are deeply connected to form a perfect
method to communicate with others.
That is why, this study shows that teaching speaking is important because it helps
students acquire EFL speaking skills. Furthermore, if the right speaking activities are
taught in the classroom, speaking can raise general learners' motivation and make the
English language classroom fun and a dynamic place to be. In addition, speaking can
support other language skills.
Hilferty (2005) has considered oral interaction as an important factor in shaping the
learner's language. For instance, it was proved that learning speaking can help the
development of reading competence. Burkarzt & Sheppard (2004) argue that success in
learning a language is measured in terms of the ability to carry out a conversation in the
(target) language. Consequently, speaking may be a priority for most learners of English.
Despite the importance of speaking skill, there are many psychological, social and
linguistic obstacles encounter EFL learners to speak it. Scarcella & Oxford (1994) and
Florez (1998) stated the following:
1. Fluency and accuracy: Though a student may gain confidence in using the new language
by being let incorrected, so his language will continue to be inaccurate/ incorrect.
4
2. Lack of confidence: some students feel uncomfortable in their first hesitant attempts at
speech in the second language.
3. Pronunciation: such as: phonetic confusion, interference from the written form,
interference from the mother language and failure to use the weak forms. (Miller, 2001).
4. Limited access to the target language both inside and outside the classroom which is
the rule in the majority of foreign language contexts.
Thus, the researcher points out that the study of speaking-like the study of other uses of
language is properly a multifaceted field. It involves understanding the psycholinguistic
and interpersonal factors of speech production, the forms, meaning and processes involved
and how these can be developed.
On the other hand, there are also several skills related to English that ought to be
improved and developed. One of these is prospective thinking skills that can achieve many
learning impacts and benefits in learning English as a foreign language in general and
learning speaking skill in particular. Thus, prospective thinking is considered one of the
important skills that afford personal creativity, meaning, and criticism from learning
activities.
Moreover, prospective thinking is regarded as a process of thinking encompasses high-
level learning that means engaging EFL learners in critical thinking, obtaining cognitive
and metacognitive awareness and originating creative ideas to solve problems.
In the same vein, (Hsieh & Chen, 2012) show that prospective thinking transforms and
utilizes acquired knowledge to solve problems and demonstrate personal creativity
perhaps, highlighting personal values during knowledge acquisition and integration.
Thus, the study states that prospective thinking skills aren’t well used and utilized in
classrooms. There may be some difficulties facing EFL secondary teachers in practicing
prospective thinking skills. Therefore, if EFL secondary teachers include asking questions
5
that activate prospective thinking, this contributes in developing also speaking skills of
EFL 11th graders throughout interacting orally together.
In light of the above-mentioned, the researcher strongly believes that there are many
strategies that can contribute in developing speaking and prospective thinking skills. One
of these is scenario-based learning strategy. It is a teaching method available to instructors
in teaching and developing speaking skill and improving prospective thinking skills.
Jinks and Razdar (2012) demonstrate that scenario-based learning strategy consists of
three stages: planning, implementing and assessing. These are the most common stages of
implementing SBL in different educational programs.
In a similar context, Dood, Stone & Gillmore (2012) pinpoint that SBL strategy
incorporates a number of different instructional methods such as; cooperative, role play,
simulation, game, experiential, and e- learning- based scenarios. One of the most
outstanding characteristics of SBL is having both academic and psychological
contributions.
Similarly, Yetick et al (2012) articulate that implementing SBL contributes to boost
student's motivation, self- esteem, and self- image, highlight their sense of interest,
purpose, responsibility, satisfaction, participation, and academic achievement, modify
their negative attitudes and perception, help them get rid of their shyness, inhibition, fear
of failure and language anxiety, and work in amore communicative, collaborative and risk-
free environment.
In this study, the researcher seeks to investigate the effectiveness of SBL strategy in
developing speaking and prospective thinking skills. Therefore, the researcher utilizes
many different exercises related SBL strategy before presenting speaking activities. These
scenarios aim to help the students to learn how to construct their own knowledge by
thinking prospectively and become active speakers and participants in their learning.
Finally, SBL strategy is used as a bridge to help students connect among what they think
and what they speak.
6
Due to the numerous advantages of Scenario-Based learning strategy, the researcher
utilized effectiveness of using SBL strategy in developing speaking and prospective
thinking skills for EFL 11th graders.
1.2. The need for the study
The need for this study emerges from the fact that the aspect of speaking skills is
regarded a main pillar of Palestinian syllabus as speaking skill plays a prominent role in
developing learners' English competences. Moreover, prospective thinking is also
important for developing speaking skills when scenario-based learning strategy is
effectively utilized. Thus, it is important to activate SBL strategy that seeks to enable
learners to deal with more sophisticated speaking activities and tasks efficiently and
skillfully while making use of their prospective thinking skills.
Therefore, scenario-based-learning strategy is a good means that provides individual
control over random access to content that may lead to better learning outcomes and higher
learner satisfaction.
1.3. Pilot study
To determine the extent to which students master speaking skills, the researcher
conducted a pilot study on a sample of 25 students from eleventh graders. The pilot
study was conducted at Bani Suhaila secondary school for girls in Khanyounis, during
the second term of the academic year (2018-2019).
Based on (English for Palestine 11) that is being used as the English language
textbook; a speaking test was designed by the researcher. The participants were required
to attempt two tasks to determine their level in EFL speaking skills.
7
Table (1.1): Results of speaking skills in light of speaking skill in the pilot study
Questions Maximum score mean Percentage
Vocabulary 4 1.8 45%
Grammar 4 2.2 55%
Pronunciation 4 1.6 40%
Comprehension 4 2.4 60%
Fluency 4 1.4 35%
Total 20 9.4 47%
Table 1) .1(shows that the percentage of the sample scores on speaking test was below
the average score [50]. This shows that the students had a low level in the speaking skills
especially in pronunciation and fluency skills. Therefore, it is essential to investigate this
problem and find a proper remedy for it in order to develop the speaking skills for EFL
11th graders in the Gaza Strip.
1.4. Statement of the problem:
In light of the related literature, the researcher's personal experience in teaching EFL
and as a result of the researcher's discussion with other colleagues. It is clearly observed
that EFL 11th students face a great difficulty in speaking English. These difficulties might
have come as a result of ineffective traditional teaching methods, which ultimately affect
their ability of speaking English.
Hence, the researcher feels that there is a bad need to carry out such a study in order to
develop students’ speaking skills, prospective thinking and increase their achievement
through checking the effectiveness of using scenario-based-learning.
8
The problem statement could be summarized in the following main questions:
1.5. The questions of study
Based on the above-mentioned, the researcher derives the main question of the study
as the following:
What is the effectiveness of using scenario-based learning strategy in developing EFL
eleventh graders' speaking and prospective thinking skills?
From the main question, the following minor questions are formulated:
1- What is the framework of Scenario-Based-learning that can be used in teaching English
speaking skills and prospective thinking to eleventh graders?
2- What are the main speaking skills intended to be developed for eleventh graders using
scenario-based learning in light of EFL teachers' perspective?
3- What are the main prospective thinking skills required to be developed for eleventh
graders from EFL teachers' prospective?
4- Are there statistically significant differences at (a≤ 0.05) between the mean scores of
the experimental group and that of the control group in the post-speaking test?
5- Are there statistically significant differences at (α≤0.05) between the mean scores of
the experimental group and that of the control group in the post-prospective thinking test
due to using of scenario-based-learning?
1.6. The hypotheses of study
This study was designed to test the following null hypotheses:
1- There are no statistically significant differences at (α≤ 0.05) between the mean scores
of the experimental group in speaking skills test in the pre- posttest.
2- There are no statistically significant differences at (α≤ 0.05) between the mean scores
of the experimental group in prospective thinking skills test in the pre- posttest.
9
1.7. The Significance of the Study
This study is significant for the following:
1- The results might hopefully help EFL students in improving their performance in
speaking and prospective thinking skills.
2- Familiarizing teachers of English with scenario-based-learning strategy in teaching
speaking and developing prospective thinking.
3- Promoting supervisors and specialists to organize training sessions to introduce
scenario-based-learning to in-service teachers to enhance their teaching.
4- Encouraging new researchers to make more studies on using scenario-based-learning
strategy to develop other skills.
1.8. The Purpose of the Study:
The study aims at achieving the following:
1- Identifying the effectiveness of using Scenario-Based-Learning strategy in English
speaking and prospective thinking skills for eleventh graders.
2- Pinpointing the speaking skills needed to be developed for eleventh graders using
Scenario-based learning strategy.
3- Highlighting the prospective thinking skills intended to be developed for eleventh
graders using scenario-based learning strategy.
4- Developing speaking and prospective thinking skills in an efficient, interesting and
meaningful way in light of teaching scenario-based-learning.
10
1.9. Delimitations of the Study
The study is applied within the following limitations:
1. The sample of the study consisted of (72) female students at Shuhadaa Bany Suhaila
Secondary School at khan Younis: (36) students were assigned to an experimental group
and (36) others to the control group.
2. It is delimited to female eleventh graders only during the second semester of the
academic year of 2018 – 2019.
1.10. Definition of Terms
1. Scenario-Based-Learning strategy "SBL"
It's a process of engaging students in a variety of authentic active learning activities such
as "role-playing, discussion, and oral interaction" to enable them improve their own
learning especially in speaking and prospective thinking skills.
2. Speaking Skills:
The researcher defines speaking skill as EFL 11th graders' ability to speak, to practice a
real discussion for a fluent English with a minimum of correct grammar and a range of
useful vocabulary which helps others to communicate with them.
3. Prospective Thinking:
It is the cognitive abilities that EFL 11th graders use to enable them anticipate the future
in light of the facts that exist in the present situation.
4. Eleventh graders:
EFL learners who are at 11th grade at the secondary stage at Shuhadaa Bani Suhaila
Secondary School at Khanyonis governate.
11
1.11. Summary:
In this chapter, the researcher reviewed the main terms related to the basis of the study
topic. First, the researcher constructed a logical and gradual introduction. Then, the
researcher applied a pilot study to affirm the existence of the problem of the study. After
that, this chapter included the questions and hypotheses of the study. Finally, the
researcher operationally defined the important terms of the study.
Chapter Two
Literature Review
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Chapter Two
Literature Review
This chapter tackles the main terms that are closely related to the topic of study. It
is divided into two main parts. The first part includes the theoretical framework of the
main terms of the topic of the study and it is divided into three sections. The first section
implies the basic terms related to scenario-based learning such as an overview of scenario-
based learning, its types, stages of teaching SBL, characteristics of SBL, challenges in
teaching SBL, its components and ways of assessing SBL. The second section consists of
speaking skill and all the terms related such as an overview of speaking skill, its sub-skills,
stages of teaching speaking skill and the methods of assessing it. The third section includes
prospective thinking and all the related terms such as the definition of prospective thinking
skill, its sub-skills, stages of teaching prospective thinking skill, ways of teaching and
methods of assessment. However, the second part deal with the related previous studies
related to scenario-based learning, speaking skill and prospective thinking skill.
Eventually, the researcher states a commentary on these previous studies.
Part one: Scenario based learning
2.1. Overview of Scenario Based Learning
English has become the world language which used in schools, universities and
different fields all over the world. Thus, the need for using approaches and strategies in
its instruction has widely risen. One of the most important strategies that can largely affect
developing English is utilizing scenario-based learning strategy. SBL is among the most
potential strategies used in teaching English.
Errington & Meldrum (2011) state that scenario-based learning strategy is very
conducive to learners in improving the different skills of English such reading, writing,
listening and speaking. SBL contributes particularly in developing oral skills such as
speaking as it bridges the gap between theory and practice in learning English.
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That is why, the researcher sees that there is an increasing need for different
strategies, approaches and techniques to teach English better and to help meet the students’
needs. Therefore, this study is interested in identifying how scenario- based learning
strategy can be used in teaching and learning of EFL and developing its different skills.
This study also discusses how SBL strategy can be utilized in developing speaking skill
and prospective thinking skill.
2.1.1. Definition of Scenario based learning
Scenario-based learning strategy is regarded one of the most important strategies
that can develop learning English in general. Thus, SBL has different definitions as any
other teaching strategy, this study surveys many definitions such as the following:
Yetik, Akyuz & Keser (2012) shows that scenario-based learning strategy is one
of the current approaches that reinforces gaining meaningful learning within the authentic
context.
In the same context, according to Burden &Byrd (2010) who demonstrate that
scenario-based learning strategy is a successful teaching strategy in which students of
different abilities and levels are located in small teams, using a variety of learning
activities to improve their skills and are responsible for their own and teammates' learning.
Similarly, Erringhton (2010) pinpoints that scenario-based learning strategy is a
methodology which aims to promote deep learning and awareness by involving students
in realistic critical incidents where they are also forced to consider a wide range of factors,
make decisions and reflecting upon the outcomes and what they have learned.
Moreover, Clark (2009) clarifies that scenario-based learning strategy is an
instructional environment in which students perform carefully constructed, authentic
learning tasks, where they are carefully guided to learn the associated concepts,
procedures, and heuristics of expert performances.
15
To sum up, the researcher defines scenario-based learning strategy as a process of
engaging students in a variety of authentic active learning activities such oral interaction
and dialogues to enable them improve their own learning.
2.1.2. The importance of using Scenario Based learning
Needless to say that scenario-based learning strategy is very instructional strategy.
therefore, it is very necessary to state the importance of using scenario-based learning
strategy.
Sharman (2010) &Thomsen et al. (2009) point out that the importance of using SBL
is creating an engaging and collaborative learning environment in which students work in
small groups in a realistic situation. They add that SBL enables a greater range of areas
within the curriculum to be covered, simplifies time management, and provides increased
opportunities for formative feedback that students could apply in upcoming scenarios.
In the same vein, Burden & Byred (2010), Benfield et al., (2010) and Clark (2009)
show that SBL incorporates the following learning spaces:
a) communication spaces, in which students communicate information in both verbal and
non-verbal forms.
b) simulation spaces, in which simulations and re-enactments take place.
c) experiential spaces in which students learn by doing, observe their outcomes, and reflect
upon their own learning.
The researchers also indicate that SBL main principle is to get students to draw on the
experience, knowledge and skills that they have already acquired or been exposed to in
lectures and laboratories across the entire course and apply this to a scenario that has not
previously been encountered.
Similarly, Stewart, Mackenzie &Vink (2012) assume that SBL provides tasks and
experiences which a) are authentic and relevant. b) are constructive, sequential and
interlinked. c) require students to use and engage with progressively higher order of
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cognitive processes, are all aligned with each other and the desired learning outcomes. d)
provide challenge, interest and motivation to learn.
In a similar context, Norton et al., (2012) state that the importance of using SBL is
based on the interaction hypothesis in which situations are created to enable learners
engage in meaningful spoken interactions with computers, or persons and whose
interactions could be negotiated in order to help learner develop their oral language.
Sorin, Errington, Ireland, Nickson, & Cattabiano (2012) and white et al, (2010)
propose that the importance of using SBL could be best summarized in the five principles
of adult learning theory. Accordingly, SBL is most beneficial and effective when
instruction is relevant, problem-centered, draws from the learner's experiences, conducted
in a safe learning environment that encourages processing and verbalization of thoughts
and supported with immediate feedback.
Based on the above-mentioned studies, the researcher strongly believes that SBL is
very important to be included in the learning process as it is used in developing different
skills of English such as speaking skill and prospective thinking skill.
2.1.3. Approaches of Scenario Based Learning
The different views of scenario-based learning approaches could be best reviewed
through the following:
Benemmar., et al (2006), & Hilton (2003) demonstrate that SBL has many approaches
such as:
1. Research-based approach, in which students are encouraged to explore and utilize
a variety of research tools.
2. Product-based approach, which emphasizes the production of feasible, well
written and justified scenarios.
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3. Interaction- based approach, which emphasizes the quality of the interactions
between students, focusing on developing their understanding of the field through
strategic conversation.
4. Qualitative and quantitative approaches. Kemp, and Benedict (2006) cited in EL-
Hadi (2008)
5. Exploration, pre-policy, analytical, and intuitive approaches. Notten (2006).
The researcher, however, indicates that SBL should be based on the interaction-based-
approach since that SBL utilizes discussion as a main instrument to develop speaking skill
and prospective thinking skill.
2.1.4. Components of Scenario-Based-Learning
Each scenario has its own components that contribute in achieving the objectives of
it. That is why, it is very important to review the components of SBL.
Ormand (2008) shows that components of scenario-based learning strategy are the
following:
1. Roles students would play.
2. tools they would use.
3. the actual activities in which they would be engaged.
However, El-Elki (1999) points out that the components of SBL are as follows:
1- strategic interplay in which there is a planned exchange of roles among students in an
appropriate setting. 2- roles that are meaningful in scenarios. 3- a shared Context. 4-
personal agendas.
In the same context, Sorin et al., (2012) state that the components of SBL are: strategic
conversations, peer review and student feedback.
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Similarly, Norton et al., (2012) pinpoints that components of SBL are the following:
1- Locations, which represent different places within the scenario learners could visit.
2- Items which identify objects within a location student could examine, use, perform
action son, or interact with. .
3- Actions, which indicate the activities that could be performed within the scenario.
Based on above studies, the current study states that SBL ought to consist of the
following components: a) strategic conversations, b) peer review and c) student feedback.
2.1.5. Stages of Scenario-Based-Learning
Burden & Byrd (2010) categorizes the stages of SBL as following:
1- Planning: it involves teacher's decisions about students' needs, the most appropriate
goals and objectives, the content to be taught, instructional strategies, lesson
delivery techniques, instructional media, classroom climate, and students'
assessment. These decisions are made before actual instruction takes place.
2- Implementing: it involves the actual enactment of the instructional plans
concerning lesson delivery and assessment. Implementation occurs when
interacting with students.
3- Assessing: it involves determining the level of students' learning during and after
the implementation phase. It is usually determined during the planning phase, and
includes written tests, portfolios, work samples, projects and reports.
In the same context, Benammar et al., (2006) classify the stages of SBL as following:
1- Analysis: it includes brainstorming of the future's visions, investigating trends
and choosing driving forces.
2- Development& presentation of the scenarios: it includes forming scenarios'
template, developing the scenarios, and presenting them.
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3- Reflection: it includes evaluating the scenarios, and formulating policy
recommendations.
However, Clark (2009) divides the stages of SBL strategy into five rather than three as
following:
1. Determining whether or not SBL environment is the best design for learners and tasks .
2. Defining the tasks, skills, and associated scenarios that are the foundation of expertise
in the domain
3. Designing the learning environment.
4. Considering the media .
5. Implementing and conducting SBL sessions.
This study suggests that SBL includes three stages which are planning, implementing
and assessing. First, in the planning stage, EFL teacher should prepare 11th graders for the
proposed scenario throughout setting the most appropriate goals and objectives, designing
the content to be taught, and utilizing instructional strategies, lesson delivery techniques
and instructional aids. Second, in the implementing stage, 11th graders apply and interact
the lesson through using strategies and instructional aids. Third, in the assessing stage,
11th graders answer the activities and reflect on their performance.
2.1.6. Types of Scenario-Based Learning Strategy
Berrios, Sanchez, Carmen &Sales (2012) points out that the types of SBL as following:
1- Skills-based scenario, in which fundamental knowledge is delivered, and students
are given opportunities to demonstrate acquired skills, abilities, attitudes and basic
understandings of complex procedures .
2- Problem-based scenario, in which students are helped to integrate their theoretical
understandings with practical knowledge .
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3- Issues- based scenarios, in which concerns that influence an area of study are
explored, and students are given opportunities to understand and appreciate the
impact of human interests on decision- making.
4- Speculative-based scenarios, in which students are allowed to contemplate a range
of past, present, and future factors that influence their work .
5- Game-based scenarios, in which students are provided with fun, engaging,
interactive, and entertaining learning environment, as opposed to theory-based
learning.
6- Teacher-led individual learning, teacher- led collaborative learning, student -
cantered individual learning, and student -led collaborative learning. (Ellis &
Collins, 2011).
However, El-Elki (1999) & Colburn (1998) show that the types of SBL as the following:
1- Two-role scenario, in which there are two groups and each has a spokesperson
who interacts on behalf of the whole.
2- Multiple- role scenario, in which different direct roles are assigned to different
parties, where each role has a distinct reason for being involved.
3- Group scenario, in which all students react in their own ways to an event or
situation that involves or affects everyone in the group.
4- Open-ended scenario, in which long-term roles and interrelated episodes that may
span a number of class sessions are developed.
The researcher agrees with the majority of previously mentioned studies above.
However, this study proposes that the most important types included in this study: a)
skills-based-scenario and b) problem-based-scenario.
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2.1.7. Characteristics of a good scenario
1- SBL should be different and diverse whatever the number is, show internal
consistency, be clear and comprehensible, have the possibility to occur (possible),
reveal the intersections and change points, and be of practical profit by making
decisions and planning for better future. Madson &Vos (2003).
2- It should have a game-like appearance, result in an improvement in students'
performance and behaviour, and provide immediate feedback. Everette & Voce
(2006).
3- It should be first implemented with a synopsis about its nature, by using two-role
scenario, in a one class period, and within workshops in a form of teamwork.
Petrou & Aggeliki (2011) and schramm (2010).
4- It should include; clear objectives of each session, the needs and specific nature of
students, the arrangement of each session, adequate time for performing roles and
the afterword's discussions, and reflection of both students and teachers about their
experiences. Alwahibee (2004), Brrios, Sanchez & Sales (2012), Loui & Gunsalus
(2008) and Raykova (2010).
5- Should focus on the desired results, tap into the learner's motivation, provide
learners with opportunities to practice what they have taught, uncover information
by challenging their understanding, be simple, accurate and realistic. Gammer
(2003).
This study indicates that SBL has several characteristics such as:
1- It should be clear, practical and well-organized in advance.
2- It ought to depend on cooperative learning and student-centered learning.
3- It should provide immediate feedback.
4- It ought to provide enough time for students to perform their tasks.
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2.1.8. The teacher & the learner roles in SBL:
The roles of the teacher and learner are different in teaching and learning scenario-
based learning strategy. thus, it is very significant to pinpoint these roles.
First, teachers' roles according to Benammar et al., (2006), Petro & Aggelia )2011), Maria
& Cristina (2012), Schramm (2010) who state the following:
1- Introducing each new step properly.
2- Pointing out the learning goals, requirements of each phase, procedures, and
assessment's criteria to the students.
3- Emphasizing the quality of interactions between students and the role of values
and emotions.
4- Promoting students to; explore 'what they do not know', get them out of their
comfort zone, think outside the box, from various perspectives, and in extreme
terms, and trust their intuition.
5- Maintaining the dynamics of the scenario process.
However, Burden & Burd (2010) and Erringon (2010) suggest other different roles for
teachers such as: trainer, coach, assessor, consultant, observer, facilitator, feedback
provider and performer.
On the other hand, Sorin et al., (2012) indicate that learners 'roles could be summarized
as the following: role player, advice seeker, observer, critique, trainer, and evaluator.
In light of the above-mentioned, the researcher demonstrates that the roles of teachers
can be identified as a controller, observer, prompter, scourer, informative, organizer,
motivator, tutor, trainer and participant. Whereas, this study shows that the roles of
learners are specified as: role player, observer, critique, trainer, and evaluator.
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Challenges of SBL:
Though SBL is a good strategy to be adopted in teaching and learning process.
However, there are some challenges in implementing it effectively. Clark (2009),
Schonwald et al. (2006), Snoek (2001), Sorin et al., (2012) and white et al., (2010) claim
some of these challenges as the following:
1- Consuming a large amount of time.
2- Depending on the faculty member's small group facilitation skills. Thus,
ineffective facilitator leads to a poor learning climate.
3- Stressing the act of performance itself more than the intended learning process.
4- Shyness and embarrassment.
Similarly, Berrios et al., (2010) Everette & Voce (2006) Snoek (2001) agree that it is
time-consuming, noise or chaos, use of mother tongue, difficulty of assuming somebody
else personality and shyness.
Also, Breakey et al., (2012) and Schramm (2010) assert that there are many challenges
in using SBL such as loss of control, group work's pitfalls, and time requirements.
The researcher agrees with the above-mentioned challenges and this study also adds
more challenges in using SBL strategy, for instance, lack of training teachers in adopting
new techniques related SBL to be used in instruction and overcrowded classrooms
obstacles implementing SBL. Moreover, students are not ready to be engaged in new
learning strategies.
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SBL & Evaluation:
1- The Assessment Functions of SBL.
Dood et al., (2010), Clark (2009), Snoek et al., (2003) and Thomen et al., (2009)
pinpoint that the assessment functions of SBL are identified in the following such as:
providing immediate feedback for both students and teachers, providing both formative
and summative feedback, utilizing a variety of assessment tools such as oral & written
assessments and peer representation and stressing points of strength & weakness.
2- Criteria of Evaluating SBL.
Errington (2010), Peters (2006), and Mariappan et al., (2004) adopt usability,
engagement, achieving learning outcomes, relevance, accessibility, and overall
effectiveness as the main criteria of SBL.
3- Techniques of Evaluating SBL.
Mortan et al., (2012), Maria & Christina (2012), and Yetick et al., (2012) point out that
there are two main types of SBL evaluating techniques:
1. Regarding feedback; a) teacher self-evaluation ,which is used by teachers adopting a
structured self-evaluation approach and often conducted after the completion of each
session, providing a regular feedback, and b) student feedback, which is helpful in;
providing teachers with a chance to check their own perceptions of the whole teaching
process against those of the students, identifying needs for the future planning, and
utilising students' suggestions about improving the dynamic of SBL process.
2. Regarding debriefing; a) plenary debriefing, b) individual reflection, c) team debriefing,
and d) small group debriefing.
This study asserts that evaluating SBL must be in two kinds which are very common in
the evaluation and assessment process in Gaza secondary schools which are: formative
and summative evaluation which are effectively utilized in presenting many various
exercises.
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Section two: Speaking skills
2.2. Overview of importance of speaking
Since EFL teacher dominates the class talk all the time, the learners have little
opportunity to make their contributions. Speaking skill is neglected or, in other words, not
given its right during the class time. That's why, it is important to say that speaking is a
part of getting along with people which helps others to know you and it helps you to know
others. Furthermore, speaking is regarded as an interactive process of constructing
meaning that involves producing, receiving and processing information. Moreover,
speaking form and meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experience, the physical environment and
purposes for speaking.
Abdulhak (2008:7) points out that "speaking is the most common and important means
of providing communication among human being. The key to successful communication
is speaking nicely, efficiently and articulately as well as using effective voice projection.
Speaking is linked to success in life as it occupies an important position both individually
and socially.
In the same context, Al Mashharawi (2006, p.4) shows that "Speaking is fundamental
to human communication. If the goal of language course is truly to communicate in
English, then speaking skill should be taught and practiced in the language classroom. It
can be a lot of fun raising general learner motivation and making the classroom a dynamic
and effective environment"
This study considers speaking skill is very necessary and important skill that learners
have to develop it in their classrooms. The process of developing of speaking skill foe
EFL 11th graders can be achieved by using new strategies such as scenario-based learning
strategy.
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2.2.1. Definition of speaking
There are many definitions for speaking skill. Among several definitions, Chaney&
Burk (1998:13) defines speaking as" the process of building, and sharing meaning through
the use of verbal and non-verbal symbols in a variety of contexts."
According to Khedr (1986), speaking is the human ability of producing the language
coping with its phonological, semantic and syntactic rules to express oneself meaning
fully and fluently in a given situation.
It is also defined by Finocchiaro and Sako (1983) as the ability to use pronunciation,
stress, intonation, grammatical structure, vocabulary and cultural insights in the normal
authentic functions of communication.
However, Egan & Kulman, (1998) defines it as the ability of an individual to carry out
in appropriate ways communicative tasks which are typically encountered where the
language is natively spoken.
In light of the above-mentioned definitions, the researcher states speaking skill as the
mean of communicating with others, using verbal and non-verbal symbols.
2.2.2. Components of Speaking Skill:
Speaking is one of the language arts that is most frequently used by people all over
the world. The art of speaking is very complex. It requires the simultaneous use of the
number of abilities which often develop at different rates. Generally, there are at least four
components of speaking skill concerned with comprehension, grammar, vocabulary,
pronunciation, and fluency. Thus, speaking has many different aspects including two
major categories: accuracy, involving the correct use of vocabulary, grammar and
pronunciation practicing through controlled and guided activities; and fluency, considered
to be the ability to keep going when speaking spontaneously.
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a. Comprehension:
For oral communication certainly requires a subject to respond to speech as well as to
initiate it. (Widiastuti, 2008)
b. Grammar:
It is needed for students to arrange a correct sentence in conversation. It is in line with
explanation suggested by Heaton (1978, p.5) that student’s ability to manipulate structure
and to distinguish appropriate grammatical form in appropriate ones. The utility of
grammar is also to learn the correct way to gain expertise in a language in oral and written
form.
c. Vocabulary:
One cannot communicative effectively or express their ideas both oral and written form
if they do not have sufficient vocabulary. So, vocabulary means the appropriate diction
which is used in communication. (Widiastuti, 2008)
d. Pronunciation:
Pronunciation is the way for students to produce clearer language when they speak. It
deals with the phonological process that refers to the component of a grammar made up
of the elements and principles that determine how sounds vary and pattern in a language.
(Widiastuti, 2008)
e. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in
speaking is the aim of many language learners. Signs of fluency include a reasonably fast
speed of speaking and only a small number of pauses and “ums” or “ers”. These signs
indicate that the speaker does not have to spend a lot of time searching for the language
items needed to express the message (Brown. 1997).
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To conclude, this study asserts that there are two major aspects forming speaking skill.
These are accuracy and fluency. Accuracy includes the knowledge of the language, but
fluency contains the skill in using this knowledge. The researcher indicates that accuracy
aspect consists of 4 parts: comprehension, grammar, vocabulary and pronunciation.
Whereas, fluency aspect includes pragmatic and strategic items.
2.2.3. The sub-skills of speaking skill
Brown (2001, p. 272), Richards (2005, p.16) and Riggenbach (1998, p.63) agreed on
this most basic speaking sub-skills to be grammar, vocabulary, pronunciation,
comprehension and fluency as the components of speech, and there are some terms of
functions of talk as follows:
(a) Talk as interaction:
1. Opening and closing conversation. 2. Making small talk.
3. Interrupting. 4. Turn talk 5. Reacting to others
(b) Talk as transaction:
1- Explaining a need or intention. 2- Describing something.
3- Asking questions. 4- Confirming information.
5- Justifying an opinion. 6- Making suggestions and comparisons.
(c) Talk as performance:
1. Using an appropriate format.
2. Presenting information in an appropriate sequence.
3. Using correct pronunciation and grammar.
4. Using appropriate vocabulary.
5. Using opening and closing.
6. Maintaining audience engagement.
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Finally, there are some Micro skills of communication as follows:
1- Orally producing differences among the English phonemes and allophonic variants.
2. Creating English stress patterns, words in stress and unstressed positions, Rhythmic
structure, and international contours.
3. Using an adequate number of lexical units (words) in order to accomplish Pragmatic
purposes.
4. Using facial features, kinesics, body language, and other nonverbal cues along with
verbal language to convey meaning.
The researcher in this study points out more than thirteen sub-skills of speaking
English as a foreign language. These skills are arranged and classified under five domains
of speaking skill: grammar, vocabulary, pragmatic, discourse and strategic aspects.
2.2.4. Characteristics of Successful Speaking Activities:
Sometimes spoken language is easy to perform, but in some cases it is difficult.
Munjayanah (2018, p.16) claimed that when people want to speak fluently, sometimes
they get difficulties to do it. In order that they can carry out the successful speaking, they
have to fulfill some characteristics of successful speaking activity such as:
1. Learners talk a lot. As much as possible of the period of time allocated to the activity is
in fact occupied by learners talk. This may be obvious, but often most time is taken up
with teacher talk or pauses.
2. Participant is even. Classroom discussion is not dominated by a minority of talk active
participants. All get a chance to speak and contributions are fairly evenly distributed.
3. Motivation is high. Learners are eager to speak because they are interested in the topic
and have something new to say about it, or they want to contribute to achieve a task
objective.
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4. Language is of an acceptable level. Learners express themselves in utterances that are
relevant, easy comprehensible to teach other and of acceptable level of language accuracy.
This study agrees with Munjayanah (2018) in the characteristics of good speaking
activities: motivation, permitting the whole students to participate, learners talk the most
of time and acceptable language. This study adds another important characteristic of the
successful speaking activity which is the activity should have a specific time.
2.2.5. The Characteristics of a good speaker
Eva Strangert (2007) sees a good speaker should have the ability of catching the
attention of an audience through her/his way of speaking and listen carefully and choose
the correct words to express his feel, ideas, and communicate with others.
Burns & Joyce (1997, p.98) explain that the speaker must be able to anticipate and then
produce the expected patterns of specific discourse situations. He must also manage
discrete elements such as turn –talking, rephrasing, providing feedback, or redirection.
The learner must also choose the correct vocabulary to describe the item sought, rephrase
or emphasize words to clarify the description if the clerk does not understand, and use
appropriate facial expressions to indicate satisfaction or dissatisfaction with the service.
Other skills and knowledge that instruction might address include as follows:
1- Producing the sounds, stress patterns, rhythmic structures, and intonations of the
language.
2- Using grammar structures accurately.
3- Assessing characteristics of the target audience, including shared knowledge or shared
points of reference, status and power relations of participants, interest levels, or
differences in perspectives;
4- Selecting vocabulary that is understandable and appropriate for the audience, the topic
being discussed, and the setting in which the speech act occurs;
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5- Applying strategies to enhance comprehensibility, such as emphasizing key words,
rephrasing, or checking for listener comprehension;
6- Using gestures or body language; and paying attention to the success of the interaction
and adjusting components of speech.
7- Paying attention to the success of the interaction and adjusting components of speech
such as vocabulary, rate of speech, and complexity of grammar structures to maximize
listener.
The researcher concludes that a good EFL speaker should possess several skills. These
skills implied in the main components of speaking English: accuracy and fluency. Some
of these skills are producing sounds, stress and intonation accurately, using grammar
correctly, utilizing vocabulary accurately and using body language through oral
interaction.
2.2.6. Challenges of speaking English as a foreign language
Bowman et al. (1989, p. 22) show that in teaching speaking you are asking your
learners to express themselves in front of the whole class, so this leads many of them to
experience the stress when doing speaking activities. Indeed, stress and anxiety are two
factors that also can stop the students from speaking confidently in front of their
classmates.
Similarly, Al-Ruhaily (2018) points out that there are two main kinds of difficulties
encountering EFL learners in speaking English language: linguistic and psychological
difficulties. He added that linguistic challenges include the following: lack of vocabulary
needed to speak in particular situation, inaccurate pronunciation of some memorized
words and inability to utilize the vocabulary in correct contexts. Whereas, the
psychological challenges contain the following: learners are afraid of committing
mistakes, shyness and anxiety.
Ur (2017, p.111) states that "Learners are often inhibited about trying to say things in a
foreign language in the classroom. This inhibition has many reasons such as fear and
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anxiety, shyness, interrupting from others, lack of vocabulary, lack of reinforcement from
teachers, in correct pronunciation of some vocabulary, in ability to use words in correct
and accurate situations.
Hammam (2019) indicates that EFL learners in general and EFL learners at secondary
stage face several challenges in speaking English in the classrooms. The researcher
powerfully thinks that there are many reasons behind this such: shyness, fear of making
mistakes, lack of vocabulary, unsure of the correct pronunciation of some vocabulary and
interrupting from teacher and students during speaking.
The researcher summarizes that the majority of challenges facing EFL 11th graders in
speaking English accurately are psychological and linguistic obstacles. The psychological
obstacles can be identified in the following: EFL students sometimes are afraid of making
mistakes in front of the class, fearful of criticism or being embarrassed of forgetting what
they want to say, or simply shy of the attention that their speech attracts. However, the
linguistic challenges include the following: lack of vocabulary needed in some situations,
inaccurate pronunciation of some words and inability to utilize the words in new correct
contexts.
2.2.7. Activities to promote speaking skills
There are many activities that promote speaking in the classroom. According to Kayi
(2006, pp. 64 - 68) there are twelve activities to promote speaking as follows:
1- Role play:
Students pretend they are in various social contexts and have a variety of social
roles. In role-play activities, the teacher gives information to the learners such as who
they are and what they think or feel. Thus, the teacher can tell the student that "You
are David, you go to the doctor and tell him what happened last night, and…"
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2- Simulations:
In simulations, students can bring items to the class to create a realistic environment.
For instance, if a student is acting as a singer, she brings a microphone to sing and so
on.
3- Information Gap:
In this activity, students are supposed to be working in pairs. One student will have
the information that other partner does not have and the partners will share their
information. Information gap activities serve many purposes such as solving a problem
or collecting information.
4- Brainstorming:
Group brainstorming is effective and learners generate ideas quickly and freely.
The good characteristics of brainstorming are that the students are not criticized for
their ideas so students will be open to sharing new ideas.
5- Discussion:
A discussion can be held for various reasons. The students may aim to arrive at a
conclusion, share ideas about an event, or find solutions in their discussion groups.
Before the discussion, it is essential that the purpose of the discussion activity is set
by the teacher in the way, the discussion points are relevant to this purpose so that
students do not spend their time chatting with each other about irrelevant things.
6- Story telling:
Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates.
34
7- Interviews:
Students can conduct interviews on selected topics with various people. It is a good
idea that the teacher provides a rubric to students so that they know what type of
questions they can ask or what path to follow, but students should prepare their own
interview questions. Conducting interviews with people gives students a chance to
practice their speaking ability not only in class but also outside and helps them
becoming socialized. After interviews, each student can present his or her study to the
class.
8- Story completion:
For this activity, a teacher starts to tell a story, but after a few sentences he or she
stops narrating. Then, each student starts to narrate from the point where the previous
one stopped. Each student is supposed to add from four to ten sentences. Students can
add new characters, events, descriptions and so on.
9- Reporting:
Before coming to class, students are asked to read a newspaper or magazine and,
in class, they report to their friends what they find as the most interesting news.
Students can also talk about whether they have experienced anything worth telling
their friends in their daily lives before class.
10- Picture Narrating:
This activity is based on several sequential pictures. Students are asked to tell the
story taking place in the sequential pictures by paying attention to the criteria provided
by the teacher as a rubric. Rubrics can include the vocabulary or structures they need
to use while narrating.
11- Picture Describing:
Another way to make use of pictures in a speaking activity is to give students just
one picture and having them describe what it is in the picture. For this activity students
35
can form groups and each group is given a different picture. Students discuss the
picture with their groups, and then a spokesperson for each group describes the picture
to the whole class.
12- Finding the difference:
For this activity students can work in pairs and each couple is given two different
pictures, for example, picture of boys playing football and another picture of girls
playing tennis. Students in pairs discuss the similarities and/or differences in the
pictures.
This study regards that the above-mentioned activities are very effective ones. Thus,
the researcher uses some of these such as discussion and brainstorming throughout
implementing the main new scenario-based learning strategy. This study utilizes SBL
strategy as the basic one to develop speaking and prospective thinking skill.
2.2.8. Strategies for Teaching Speaking Skills
The aim of teaching speaking skills is to communicate effectively and accurately.
Thus, learners should be able to make themselves understood, using their current fluency
to the fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that
apply in each communication situation.
Sari (2017) demonstrates that speaking skill needs a special treatment. In the reality, in
our daily life most of us speak more than we write; yet many English teachers still spend
the majority of class time on reading and writing practice almost ignoring speaking and
listening skills. There should be a good balance to practice in classroom. That's why, the
great part of time in the process of learning speaking is dominated by students. This
maximizes the students’ competence in speaking. The students learn what they are going
to say with other in front of the class and try to develop their creativity orally.
In the same vein, Widiastuti (2018) shows that teaching speaking is the way for
students to express their emotions, communicative needs, interact to other person in any
36
situation, and influence the others. For this reason, in teaching speaking skill it is
necessary to have clear understanding involved in speech.
Therefore, Pollard (2008, pp.33-34) mentions that "speaking is one of the most difficult
aspects to master. This is hardly surprising when one considers everything that is involved
when speaking: idea, what to say, language, how to use grammar and vocabulary,
pronunciation as well as listening to and speaking to the person you are communicating
with. Any learners of a foreign language can confirm how difficult speaking is". He added
that "it is important to give students as many opportunities as possible to speak in a
supporting environment.
Similarly, Luoma (2004,p.1) argues that “speaking in a foreign language is very
difficult and competence in speaking takes a long time to develop" .Nadim Khan &
Arshadali (2010,p. 15) agree on Luoma's perspective and explain that, English should be
taught as language as well as a subject so, that more time may be available for the students
in performing various activities/exercises and in a natural way. Some individual activities,
such as to speak on a certain topic should be assigned to students as already given to
minute or so in the beginning speaking stages. Students should be given motivation,
encouragement, some Psychological training, reassurance and counseling for removing
their shyness. The ability to speak English in a variety of contexts and for different
purposes is the goal that both teachers and students aim for unique.
Hamilton (2005, p.66) confirmed that teachers need to use a process in which pupils
are given the opportunity and encouragement to speak and explore their own thinking.
The teacher should:
1. Encourage pupils to bring their ideas and background knowledge into class
learning activities.
2. Be a responsive listener to pupils' talk.
3. Promote robust discussion and explosion amongst class members.
37
4. Raise questions concerning the activities or conversations held with pupils.
5. Provide opportunities for speaking, discussion, and expression of ideas,
expressions, and opinions across the whole curriculum.
6. Present themselves as good models of oral language.
7. Establish strategies to manage all form of communication to ensure all pupils have
fair and equitable opportunities to develop their interpersonal speaking and
listening skills, e.g. large and small group discussions.
In accordance with above-mentioned, the researcher states that these activities like
games, songs, role playing, interviewing and discussion are useful and influence in
language classroom. These activities along with SBL strategy manage to help learners to
speak fluently in the target language. That's why, using SBL strategy may develop
speaking English and improve prospective thinking and make them more enjoyable and
interesting.
2.2.9. Assessing English language speaking
Luoma (2004) provides three frameworks about general purposes of testing oral skills
as follows:
A) Linguistically-oriented: vocabulary, grammar and pronunciation, and used Structured
speaking tasks are typically, evaluate linguistic features particularly pronunciation
and grammar.
B) Communication-oriented: the overall communication activity in the set book such as
telling a narrative or expressing and defending an opinion, discussing factors that
support the chosen opinion and argue against others, comparing and contracting
things through which advanced oral skills for description is needed.
C) Situation-based task design: this belongs to the task-based approach to defining the
test construct. This approach is typically used in specific-purpose testing and in
vocational and professional education.
38
Madeson (2000, p. 122) views that the testing of speaking is regarded as the most
challenging of all language exams to prepare, administer, and score. For these reasons
many educators do not even try to measure speaking skills. They simply do not know
where to begin the task of evaluating spoken language. In other words, speaking is
probably the most difficult skill to test. Moreover, Thornbury (2005: 76) indicates that
including speaking skills in a test is so difficult that it may complicate the testing
procedure, both in terms so its practicality and the way assessment criteria can be reliably
applied. Khater (1997:50) indicates that speaking is an extremely difficult skill to test.
This due to the following reasons:
A) The elements of speaking are numerous and not always easy.
B) The examiner of an oral production test is working under great pressure all the
time making subjective judgments as quickly as possible.
C) In administration, it is difficult to test large number of pupils because of the limited
time available.
The researcher indicates that speaking is the most difficult skill to be assessed because
it's subjected to teacher's subjectivity in assessing, its nature and teachers teach English
language speaking through conventional method which increase students' fears, shyness
and anxiety and decrease their motivation. Thus, the researcher is required to utilize an
accurate rubric in assessing speaking skills in order to facilitate its evaluation.
39
2.2.10. Techniques for Assessing Speaking
According Thornbury (2005, p.21) there are many techniques can be used to assess
speaking skills as follows:
1. Reading aloud: This technique requires learners to read part of text or a dialogue to
examiner. It is used to assess the phonological aspect of speaking. The script is
given to learner few minutes before the test in order to prepare himself.
2. Role play: In this technique learners are supposed to use their imagination. They
are given written role cards; each card has a person's role in an imaginary social
interaction. Learners are asked to speak according to the role specified in their role
–card. The examiner observes their response in terms of the whole simulate social
context; also, learners are given a set of instruction before the test to know what
they are supposed to do.
3. Interviews: Interviews are considered the most common technique for testing the
oral performance. It is characterized by involving a direct and face-to-face
exchange of information. Interviews can be very easy if there is a separate room
where learners can be interviewed.
4. Using visual materials: It is possible to test speaking using pictures, diagrams, and
maps. Through a careful selection of material, the testers can have control over the
use of vocabulary and the grammatical structures required.
There are other techniques that can be used to assess speaking skill such as:
5. The portfolio approach: Butler and Stevens (1997, p. 66) state that the portfolio
approach in the case of an expanded oral profile, widely used for assessing reading
and writing, can also be used effectively to assess oral language.” Profile or
portfolio information, reviewed periodically, can be used to enhance teaching and
learning for students and to communicate to students, parents, and other teachers
what students can already do and what they need to improve.
40
The researcher clarifies that testing speaking skills could be a very interesting
experience, and it gives teachers an opportunity to create in selecting the test items and
materials. Moreover, it has a great impact on students by making them enjoy taking the
test and feel comfortable doing so if the teacher chooses the materials that interest their
students and that is suitable to their age and levels of knowledge. The researcher in the
present research chooses SBL strategy and includes questions and answers technique to
evaluate the student' levels in speaking English language.
Section three: Prospective Thinking
2.3. Overview of prospective thinking
Recently, a new kind of research and studies have emerged which are used to
construct and design curriculums in 21st century. This kind of research is based on
scientific considerations and it has specific rules, methodology and tools. This kind of
research is called futuristic studies. These studies have become an eminent subject in the
educational symposiums and conferences that are usually held aiming at reforming of
education.
Hafez (2012) shows that the majority of technical and scientific achievements is
regarded as a product of creative experts and intellectuals. People, nowadays, live in a
fast- developing world which is surrounded with local and global challenges. This imposes
on humanity to increase speed of the development-cycle that are able to innovate, renew
and predict future.
Similarly, Mosa (2010) asserts that scholars and intellectuals are interested in thinking
for the future of their society in order to find solutions for the problems of their
community. Future is considered present-constructing process which includes all what
happens at all levels whether political, social, economic or scientific.
In the same vein, Ibrahim (2011) demonstrates that futuristic studies become
important and inevitable in the present time in order to encounter the requirements of fast-
technological progress. This needs also reforming the educational institutions in light of
41
futuristic studies that fit in with the challenges of this progress. This progress can only be
achieved if more attention is paid for future studies which are regarded education as the
backbone of the future.
Moreover, Atance and O'Neill (2011) clarifies that thinking in future is considered an
inseparable part of human's thinking. This kind of thinking distinguishes human from
other creatures.
Also, Alister and et al (2012) point out that prospective thinking is an important means
to reveal the new political choices, discussing and modifying them to reach the decision.
Prospective thinking develops the ability to formulate new hypotheses, find out various
relations among them and then prepare solutions.
As stated above, the researcher strongly thinks that prospective thinking is regarded
as the most important kind of the whole types of thinking as it is interested not only in the
present, but also in the future. Thus, this study defines prospective thinking as a type of
thinking aiming at expecting the challenges may arise in the future and putting the
suggested solutions.
2.3.1. Steps and stages of prospective thinking
Hafez (2012) states many stages of prospective thinking as the following:
1. looking around:
It includes exploring and identifying strengths that deeply affect the subject of study.
2. looking ahead
It aims to identify the influential that may appear and change future.
3. Planning
It includes a strategic planning that lead any change and bridge the gap between the reality
and future to draw a good possibility for future.
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4. Acting
It contains applying the strategies and the following indicators for the results to achieve
a good future.
Reasons of implying prospective thinking skills in the curriculum
Arnold et al (2010) shows that there are several reasons for including prospective
thinking skills in the curriculum as:
1- the existence of technology is considered as a basis for understanding future
dimensions.
2- Building future scenarios that may happen.
3- they are used for solving problems.
4- to face the expected challenges easily.
5- to develop creation and innovation.
6- preparing the students in the digital age to face the fast-technological developments.
7- to interpret what happens around them.
In light of the above, this study regards that prospective thinking is the highest
cognitive and mental processes that distinguish the man from other creatures. Thus, EFL
11th graders should get enough training and practice for developing their prospective
thinking skills. These skills include the following: using critical analyzing, deducing,
predicting and making decisions based on proofs.
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2.3.2. Ways to develop prospective thinking skills:
Cornich (2004) demonstrates that there many ways to develop prospective thinking:
1- attitude-analysis:
It is a methodology to predict throughout using deduction and then expecting the future.
2- reciprocal-effect matrix:
It means that expecting a future event to happen in light of many events that may happen.
3- future cycle:
It is a way for organizing thoughts about future to activate prospective thinking.
4- a tree of relations
It indicates that the main idea is divided into minor parts.
5- anatomical analysis
This accurate anatomy leads to organised innovation and creation.
6- intelligent prediction
It includes using processes used intelligent prediction in the present to expect future.
7- environmental survey
It means that it is important to survey the whole parts of the environment to predict future
accurately.
8. organizing teaching that motivate students to think prospectively.
9. utilizing direct learning strategies that assist students to think.
10. providing suitable and friendly-relaxed learning classrooms.
11. using cooperative interaction and learning to stimulate students to think.
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2.3.3. Dimensions of prospective thinking
Kenper (2000) shows that prospective thinking has many dimensions such as:
1. planning:
It indicates thinking for future, predicting problems and getting ready for future according
to organized plan.
2. organizing
It means identifying the activities needed during coordinating efforts, abilities, talents of
individuals to achieve the futuristic aims.
3. implementing
It involves doing the activity in light of the submitted plans, using and applying in the
current situation. This helps to expect future.
4. monitoring
It includes following up the plans, identifying which aims are achieved, how can make
use of them to expect problems that may take place in the future.
2.3.4. Importance of prospective thinking
Abdellah (2017) shows the importance of prospective thinking as the following:
1. increasing positive participation in predicting and creating future.
2. providing many future alternatives and solutions.
3. finding out future problems before happening.
4. developing self-confidence of students about their abilities.
5. helping in preparing the students for the future in the technological era.
6. searching for convincing solutions for the challenges arise.
7. developing the expectance and prediction skills of students.
The researcher agrees with the above-stated elements that represent the importance of
prospective thinking skills.
45
2.3.5. Skills of prospective thinking
Hafez (2009) classifies that there are 4 main prospective thinking skills such:
1. expecting skill: It includes many sub-skills such as discovery and prediction.
2. predicting skill: It involves sub-skills such as: specifying personal choices, giving
hypotheses and then, distinguishing between them.
3. Speculating skill: It contains sub-skills such as identifying priorities, stating viewpoints,
analyzing debates and finally suggesting questions.
4. Inducting skill: It includes many sub-skills such as: solving problems, reaching to
information and then, writing notes.
Based on the above- stated, this study includes 9 prospective thinking skills which are
included in 11th curriculum and 11th graders need to develop them in a parallel way with
improving speaking skills.
2.4. Summary:
The first part of this chapter discussed three domains that are closely related to the
variables of the study which are: scenario-based-learning strategy, speaking skill and
prospective thinking skill. First, it showed the terms related to scenario-based-learning
strategy such as overview of scenario-based-learning strategy, stages, characteristics,
challenges, ways for teaching scenario-based-learning and ways for assessing it. Second,
it surveyed all terms related to speaking skill like importance of speaking, sub-skills of
speaking, obstacles, ways to teach speaking skills and techniques of assessment. Finally,
this part reviewed the important terms related to prospective thinking skills, for example,
definitions, subskills, challenges, ways of teaching and techniques of evaluation.
46
Part 2: Previous studies
The second part of chapter two tackles reviewing the three domains of the previous
studies. The first one describes some studies related to scenario-based learning strategy.
The second one deals with the studies related to speaking skill and the third one tackles
some studies related to prospective thinking. The researcher made sure that the previous
studies included the main criteria of the study which were: aim, sample, methodology,
tools and findings. Then the researcher added a commentary on each domain.
2.5. Studies related to using Scenario Based Learning
Abdullah's (2018) study aims at examining the use of Scenario-Based Learning for
developing teaching skills of pre-service EFL teachers. The study used a quasi-
experimental approach. The participants of the study were sixty pre-service teachers. The
researcher designed two tools, namely, teaching skills checklist and observation sheet to
collect data. The findings of the study showed that using Scenario-Based learning had a
large effect on developing teaching skills of pre-service EFL teachers.
Stokhof, Vries, Bastiaens & Martens' (2018) study was conducted to investigate the
effectiveness of the scenario on student outcomes in terms of attainment of curricular
objectives. Ten teachers and their 231 students were the sample of the study. The
researcher used the experimental approach to conduct the study. Pre- and posttest mind
maps were used to measure individual and collective learning outcomes of student
questioning. The results of the study showed that a majority of students progressed in
learning the core curriculum and elaborated upon it.
Golden's (2017) study was conducted to investigate students' understanding and
application of audience-centered writing techniques after an academic semester of formal
scenario-based essays and problem-based activities. The study adopted the experimental
approach. The sample of the study were three groups, two experimental groups and one
control group. Each of the three classes had 22 students enrolled to make for 66
participants. The results revealed increased critical thinking, problem solving and decision
making.
47
Hursen and Fasli 's (2017) study aims at investigate the efficiency of scenario based
learning and reflective learning approaches in teacher education. The study adopted quasi-
experimental approach. The study also used a pre-posttest to check the efficiency of
scenario-based-learning in teachers' academic achievement. The sample of the study was
carried out with 62 prospective teachers. The data analysis of the research revealed that
the scenario-based learning is more effective than reflective learning in terms of
prospective teachers' academic achievement.
SELÇUK's (2015) study aims at introducing a problem-based learning (PBL)
scenario that elementary school science teachers in middle school can use in their in-
service training. The study used quasi-experimental design. 7 regions and 26 provinces
with 40 elementary school science teachers (20 women and 20 men) were the sample of
the study. The researcher collected the data using observations and face-to-face
interviews. The findings of the study revealed that such a scenario was effective and useful
and could be used during in-service teacher training.
Abdu-Allah's (2013) study aims at exploring the effect of dramatised scenarios on
improving the oral and written performance of segmental and supra-segmental features of
EFL prospective teachers and modifying their success and failure attributions. Twenty-
eight EFL prospective teachers were the sample of the study. The study used the
experimental approach. For collecting the data, the researcher used oral and written
segmentals and supra-segmentals achievement tests, and success and failure Attribution
Questionnairs. The results of the study indicated that; (1) There were statistically
significant differences between the mean scores of the exposure and non-exposure groups
in; the post- oral and written achievement tests, favouring the exposure group, and the
post- success and failure attribution questionnaires, favouring the exposure group, and (2)
Dramatised scenarios have an effect on improving the exposure group's oral and written
mastery of segmentals and supra-segmentals, and modifying the exposure groups' success
and failure attributions.
48
Ellis & Collins' (2012) study was conducted to evaluate the effectiveness of scenario
based electronic learning on delivering prehospital information to advanced paramedics.
The study used the experimental approach. The researchers designed a series of scenario-
based educational modules encompassing recent changes in advanced paramedic and
clinical paramedics in Ireland. 64 resisted advanced paramedics were invited to complete
the pilot module and two separate online evaluation surveys; one for evaluating the
module content and the other for scenario- based e learning as an educational medium.
The findings of the study indicated that scenario-based e learning had proved to be a
successful tool for delivery of prehospital educational information.
Al-Hadi's (2008) study aims at investigating the use of scenario writing in education
(TEFL) and the conditions required to develop and run a successful instructional
programme using scenarios. The study adopted the experimental approach. The researcher
obtained the data with a programme based on scenario from five participants. The findings
of the study revealed that the use of Scenario-Based instruction has been found to develop
creative writing.
2.5.1. Comments on previous studies related to Scenario-based-learning
Researchers have been interested in the implementation of scenario-based learning
strategy from different perspectives, and with participants from different contexts. The
researcher discusses the previous studies which related to scenario-based learning strategy
to the following elements:
1. The aims of the Previous Studies and their Purposes.
Some studies investigated the effectiveness of using Scenario-Based Learning
strategy in developing teachers and pre-services teachers such as Abdullah (2018), Hursen
and Fasli (2017), SELÇUK (2015) and Abdu-Allah (2013). While the other studies
examined the effectiveness of students' performance like Stokhof, Vries, Bastiaens &
Martens' (2018), Golden (2017), Ellis & Collins (2012) and Al-Hadi (2008).
49
The current study aimed at investigating the effectiveness of using scenario-based learning
strategy in developing speaking skills and prospective thinking at the secondary stages.
2. Methodology
The Majority of the researchers conducted a quasi-experimental to examine the
effectiveness of Scenario-Based learning strategy on developing learners such as Abdullah
(2018). In the other hand, Stokhof, Vries, Bastiaens & Martens (2018), Golden (2017),
Hursen and Fasli (2017), SELÇUK (2015), Abdu-Allah (2013), Ellis & Collins (2012)
and Al-Hadi (2008) applied experimental design. However, Hursen and Fasli (2017) and
SELÇUK's (2015) applied descriptive design. In the current study, the researcher used a
quasi-experimental design.
3. Tools
The tools used in the previous studies were varied from one study to another. For
example, Abdullah (2018) used teaching skills checklist and observation sheet. Moreover,
Stokhof, Vries, Bastiaens & Martens (2018), Golden (2017), Hursen and Fasli (2017) and
Abdu-Allah (2013) used pre-posttest. Additionally, observations and face-to-face
interviews were used in SELÇUK (2015). On the other hand, Ellis & Collins (2012) used
pilot module and two separate online evaluation surveys. Finally, Al-Hadi (2008) used a
programme based on scenario. In this study, the researcher used checklists and pre-post
speaking and prospective thinking skills.
4. Samples of Study
The sample used in the previous studies was different from study to other. The
participants of the study were sixty pre-service teachers in Abdullah (2018). Moreover,
Ten teachers and their 231 students were the sample of Stokhof, Vries, Bastiaens &
Martens' (2018) study. In addition, 66 participants were the sample of Golden's (2017)
study. The sample of Hursen and Fasli 's (2017) study was carried out with 62 prospective
teachers. In contrast, 7 regions and 26 provinces with 40 elementary school science
teachers (20 women and 20 men) were the sample of SELÇUK's (2015) study. In Abdu-
50
Allah's (2013) study, the participants were twenty-eight EFL prospective teachers.
However, 64 resisted advanced paramedics were the sample of Ellis & Collins' (2012)
study. Finally, in Al-Hadi's (2008), there were 5 participants. In the current study, the
researcher used random and purposive sample consisting of 72 female students; (36) for
control group and the other (36) for the experimental one.
5. findings
All of the previous studies agreed on the effectiveness of using scenario-based learning
strategy on developing learners, teachers and pre-services teachers' performance.
Similarly, the researcher agrees with these results, which confirmed the effectiveness of
using scenario-based learning strategy in developing speaking and prospective thinking
skills.
2.5.2. Studies related to Speaking
Ghoneim's (2018) study aims to enhancing secondary school students' EFL speaking
skills and intercultural competence. The participants of the study were 32 students. The
researcher adopted the experimental approach. The data was collected using pre-post
speaking test and intercultural competence tests and scales. The findings of the study
asserted the significant effect of the ethnography-based approach on enhancing EFL
speaking skills and intercultural competence among second year secondary school
students. Findings confirmed the existence of a high correlation between intercultural
competence and speaking skill which implies that enhancing either one results in the
other's development.
Abd El-Samed's (2018) study aims to investigate the effectiveness of story retelling
in developing some English oral communication skills of secondary schoolers. The
participants of the study were fifty students selected randomly. The researcher adopted
the quasi-experiment design. To collect the date, the researcher used two main tools which
were: A questionnaire for jury members to determine the most important oral
communication skills those need to be acquired by students; a pre-post oral
51
communication skill test prepared based on the questionnaire. The results of the study
proved the effectiveness of story retelling strategy in developing some English oral
communication skills identified in the pretest study of first-year secondary schoolers.
Ibrahim's (2017) study aims investigating the Speaking Skill's Problems and Difficulties
that encounter Secondary Schools' Students in Saudi Arabia in Riyadh City.
The study adopted the descriptive analytical method. The sample of the study consisted
of (20) male teachers in Riyadh City. A questionnaire was designed as a tool to collect the
data. The results indicated Saud secondary schools' students face problems and difficulties
in speaking skill.
Fahmy's (2017) study aims at examine the effect of using SCAMPER- based activities
in teaching story in developing EFL primary stage pupils' Speaking Skills. The sample of
the study were sixty pupils randomly selected from six grade Fakhr Dakahlia Language
school in Mansoura city. The researcher adopted the quasi-experimental design. To collect
data, the researcher used a pre-post-test for measuring the pupil' Creative Speaking Skills
and a rubric for scoring that test. The findings revealed that there was a statistically
significant difference between the mean scores of the experimental and control groups in
the post administration of the Creative Speaking Skills test in favor of the experimental
group. This revealed that the use of SCAMPER strategy led to a significant improvement
in the pupils' Creative Speaking Skills.
Al Jawad's (2017) study aims at investigating the effect of implementing
Suggestopedia Method in EFL classroom in Libyan secondary schools. The study also
attempted to investigate how possible students’ performance in speaking skill could be
increased through Suggestopedia Method. The study adopted quasi-experimental and
survey research study. Forty students of third classes were the sample for the experimental
study and 20 teachers for the survey study. An achievement test and aquestionnaire were
the instruments of the study. The results of the study indicated that the mean performance
52
of students exposed to Suggestopedia Method is higher than that of those exposed to
traditional teaching Method.
Abdulaal's (2017) study aims to investigate the effectiveness of the multiple
intelligences theory within WebQuest models to develop EFL speaking skills of Al-Azhar
first year secondary school students. The researcher adopted the quasi-experimental
approach. Sixty participants were randomly chosen; thirty students for the control group
and thirty for the experimental group. The researcher used a pre-posttest to collect data.
The findings of the study proved the effectiveness of using the multiple intelligences
theory within WebQuest models to develop the experimental group students' EFL
speaking skills.
Ali, Nassar and Mohamed's (2015) study aims at investigating the effect of using
idiom-based activities program for developing the prep students' speaking skills.
Additionally, the researcher investigated the theoretical framework of idioms and of the
speaking skill. The researcher followed the quasi-experimental method where one-group
pre\post design was selected. The sample of the study was 30 participants from prep
school in Cairo.
The tools of the study included: a list of idioms; a list of speaking sub-skills; a pre-
post speaking test; an analytic speaking rubric. The findings of the study showed that there
were a statistically significant differences at the level (0.01) between the mean scores of
the research group students on the speaking pre and posttest administrations in speaking
skill as a whole and in each speaking sub-skill (vocabulary, pronunciation,
communication, grammar, non-verbal skills) in favour of the post test scores.
2.5.3. Comments on previous studies related to Speaking
It is noticeable that the previous studies are of good value for the current study as
they help the researcher in different fields. They are directly related to speaking skills and
how to develop them and they suggested different strategies to be adopted by teachers in
53
the field. Concerning the studies of this domain, which focused on speaking skills, the
following points can be considered:
1. The Subject of the Previous Studies and their Purposes.
All of these studies examined the development of speaking skills by using different
approaches and strategies. E.g., Ghoneim's (2018) study aims to enhancing secondary
school students' EFL speaking skills and intercultural competence. Also, Abd El-Samed's
(2018) study aims to investigate the effectiveness of story retelling in developing some
English oral communication skills of secondary schoolers. In addition, Ibrahim's (2017)
study aims investigating the Speaking Skill's Problems and Difficulties that encounter
Secondary Schools' Students in Saudi Arabia in Riyadh City. Moreover, Fahmy's (2017)
study aims at examine the effect of using SCAMPER- based activities in teaching story in
developing EFL primary stage pupils' Speaking Skills. Abdulaal's (2017) study aims to
investigate the effectiveness of the multiple intelligences theory within WebQuest models
to develop EFL speaking skills of Al-Azhar first year secondary school students. Ali,
Nassar and Mohamed's (2015) study aims at investigating the effect of using idiom-
based activities program for developing the prep students' speaking skills. However, Al
Jawad's (2017) study aims at investigating how possible students’ performance in
speaking skill could be increased through Suggestopedia Method.
In this study, the researcher aimed at investigating the effectiveness of using Scenario-
Based-learning in Developing Speaking Skills for eleventh graders.
2. Methodology
The Majority of the researchers conducted a quasi-experimental. e.g. Abd El-Samed's
(2018) study, Fahmy's (2017) study, Al Jawad's (2017) study, Abdulaal's (2017) study
and Ali, Nassar and Mohamed's (2015) study. On the other hand, Ibrahim's (2017)
study used the descriptive analytical method. Ghoneim's (2018) study adopted the
experimental design. In this study, the researcher used the quasi-experimental design to
conduct this study.
54
3. Tools
The tools used in the previous studies varied from one study to another. For example,
Ghoneim's (2018) study used pre-post speaking test and intercultural competence tests
and scales. Abd El-Samed's (2018) study used two main tools which were: A
questionnaire; a pre-post oral communication skill test. Ibrahim's (2017) study used a
questionnaire. Fahmy's (2017) study used a pre-post-test for measuring the pupil' Creative
Speaking Skills and a rubric for scoring that test. Al Jawad's (2017) study used an
achievement test and a questionnaire. Abdulaal's (2017) study used a pre-posttest to
collect data. Ali, Nassar and Mohamed's (2015) study used a list of idioms; a list of
speaking sub-skills; a pre-post speaking test; an analytic speaking rubric.
In this study, the researcher designed a checklist of speaking and prospective thinking
skills. Then the researcher prepared a pre-posttest based on the checklists.
4. Samples of Studies
The sample used in all the previous studies random and purposeful sample e.g. In
Ghoneim's (2018) study, the participants were 32 students. The participants of Abd El-
Samed's (2018) study were fifty students selected randomly. The sample of Ibrahim's
(2017) study consisted of (20) male teachers in Riyadh City. In Fahmy's (2017) study, the
sample of the study were sixty pupils randomly selected from six grade Fakhr Dakahlia
Language school in Mansoura city. The sample of Al Jawad's (2017) study were Forty
students. Sixty participants were randomly chosen in Abdulaal's (2017) study. The
sample of Ali, Nassar and Mohamed's (2015) study was30 participants from prep school
in Cairo. In this current study, the sample of the study consisted of 72 female EFL students.
5. Findings
All of the previous studies agreed on the effectiveness of using many strategies and
approaches on developing speaking skills. Similarly, the researcher agrees with these
results, which confirmed the effectiveness of using scenario-based learning strategy on
developing speaking skills.
55
2.5.4. Studies related to using Prospective Thinking
Arnous's (2018) study was conducted to identify the effectiveness of suggested
programme based on social studies curriculum in developing prospective thinking skills
for fifth graders. The researcher used the quasi-experimental design. The participants were
the fifth graders students, which consisted of thirty-five students. The researcher used
prospective thinking skills test to attain data. The finding indicated that there were
statistically significant differences between the mean scores of the experimental group and
those of the control group in the post-prospective thinking test in favour of the
experimental group.
Barakah & et, al.'s (2018) study was conducted to investigate the effectiveness of the
training programme based on teaching competencies in the light of international standards
on the development of prospective thinking of the student teachers of the basic stage in
Gaza Strip. The sample consisted of thirty basic stage student teachers at Al Aqsa
University of Gaza.
To collect the data, the researcher used a pre-post prospective thinking test. The
researcher used the descriptive approach in building the training programme based on
teaching competencies in the light of international standards. Furthermore, they used the
quasi-experimental approach based on the design of one experimental group.
The results of the study showed that there were statistically significant differences
between the mean scores of the experimental group in the pre application and the mean
scores of the post application of the prospective thinking in favour of the post application
and a great effect on the development of prospective thinking caused by the programme.
Abd El Warth's (2016) study aims at investigating the effectiveness of science,
technology, society and environment (STSE) approach in teaching geography to develop
prospective thinking skills and the awareness of the dimensions of the future outlook for
the 1st grade secondary school students. Sixty students were the sample of the study; thirty
students of the control group and thirty of the experimental group.
56
The researcher used two approaches to fulfill the study; descriptive analytical design and
the experimental one.
The researcher used two main tools to collect data which were future thinking skills
test and awareness of the future outlook dimension scale. The findings of the study
indicated that there is a statistically significant differences at the level of (0.01) between
the mean scores of the experimental and control groups in the post application of future
thinking skills test and the awareness of the future outlook dimension scale in favour of
the experimental group.
Abdel-Mageed's (2016) study aimed at investigating the effectiveness of using the
cubic curriculum dimensions in sociology course formation at the secondary age on
developing prospective thinking and social responsibility of the third-year secondary
students. The researcher adopted two methods to fulfill the study which were; the
descriptive method to accomplish the literature review and the study tools designing, and
the experimental method to do the experiment implementation. The sample of the
study were forty-four students. The researcher designed a set off tools which were;
the future thinking test, the social responsibility measure, the students' book and the
teacher s guide. The results proved the effectiveness of using the cubic curriculum
dimensions in sociology course formation on developing future thinking and social
responsibility of the third-year secondary students.
Abo El Majd & Al qadi's (2012) study was conducted to identify the effect of a
program based on blended learning in developing prospective thinking and the attitude
towards the use of technological innovations for the third-year female students in the
Home Economics Department at the Faculty of Education, Shaqura University. The study
sample consisted of thirty female students. The researcher used the quasi-experimental
design.
The main tools used to collect data were; prospective thinking scale and attitudes
scales. The results of the study confirmed that there were statistically differences between
57
the pre and post application of prospective thinking at the level of 001.0 in favor of post
application; and the effect of the program reached 96.0. Furthermore, there were
statistically differences between the pre and post application of the attitude scale towards
the use of technological innovations at the level of 001.0 in favor of post application; and
the effect of the suggested program reached 91.0.
2.5.5. Comments on previous studies related to Prospective Thinking
There are similarities and differences between this study and the previous ones as
follows:
1. The aim of the Previous Studies and their Purposes.
These studies reflected the importance and effectiveness of prospective thinking in
developing students' skills and performance. Such as, Arnous's (2018) study aimed at
identify the effectiveness of suggested programme based on social studies curriculum in
developing prospective thinking skills for fifth graders. Barakah & et, al.'s (2018) study
was conducted to investigate the effectiveness of the training programme on developing
prospective thinking of the student teachers of the basic stage in Gaza Strip. Abd El
Warth's (2016) study aims at investigating the effectiveness of science, technology,
society and environment (STSE) approach in teaching geography to develop prospective
thinking skills. Abdel-Mageed's (2016) study aimed at investigating the effectiveness of
using the cubic curriculum dimensions in sociology course formation at the secondary age
on developing prospective thinking. Abo El Majd & Al qadi's (2012) study was
conducted to identify the effect of a program based on blended learning in developing
prospective thinking and the attitude towards the use of technological innovations for the
third-year female students in the Home Economics Department at the Faculty of Education,
Shaqura University.
In this current study, the researcher aimed at investigating the effectiveness of using
Scenario-Based-learning in Developing prospective thinking Skills for eleventh graders.
58
2. Methodology
Two of the previous studies adopted the quasi-experimental approach such as
Arnous's (2018) study and Abo El Majd & Al qadi's (2012) study. While Barakah &
et, al.'s (2018) study used the descriptive approach. Meanwhile, descriptive analytical
approach and experimental approach were utilized by Abd El Warth's (2016) study and
Abdel-Mageed's (2016) study. In this research, the researcher used the quasi-
experimental approach.
3. Tools
The tools used in the previous studies were varied from one study to another. Arnous's
(2018) study and Barakah & et, al.'s (2018) study used prospective thinking skills test.
While Abd El Warth's (2016) study used future thinking skills test and awareness of the
future outlook dimension scale. The future thinking test, the social responsibility measure,
the students' book and the teacher s guide were used by Abdel-Mageed's (2016) study.
Abo El Majd & Al qadi's (2012) study used prospective thinking scale and attitudes
scales. In this research, the researcher used checklists and pre-posttest.
4. Samples of Studies
The sample used in all the previous studies randomly and purposefully sample. The
participants' of Arnous's (2018) study were the fifth graders students, which consisted of
thirty-five students. In Barakah & et, al.'s (2018) study, the participants consisted of
thirty basic stage student teachers at Al Aqsa University of Gaza. Sixty students were the
sample of Abd El Warth's (2016) study; thirty students of the control group and thirty of
the experimental group. The sample of Abdel-Mageed's (2016) study were forty-four
students. The Abo El Majd & Al qadi's (2012) study sample consisted of thirty female
students. In this current research, the sample of the study consisted of (72) female students.
5. Findings
The finding of Arnous's (2018) study indicated that there were statistically significant
differences between the mean scores of the experimental group and those of the control
group in the post-prospective thinking test in favour of the experimental group. While the
59
results of the Barakah & et, al.'s (2018) study showed that there were statistically
significant differences between the mean scores of the experimental group in the pre
application and the mean scores of the post application of the prospective thinking in
favour of the post application and a great effect on the development of prospective
thinking caused by the programme. In Abd El Warth's (2016) study, the findings of the
study indicated that there is a statistically significant differences between the mean scores
of the experimental and control groups in the post application of future thinking skills test
and the awareness of the future outlook dimension scale in favour of the experimental
group. The results of Abdel-Mageed's (2016) study proved the effectiveness of using the
cubic curriculum dimensions in sociology course formation on developing future thinking
and social responsibility of the third-year secondary students. While the results of Abo El
Majd & Al qadi's (2012) study confirmed the effect of using the programme on
prospective thinking skills.
However, the results of this study indicated that scenario-based learning strategy was
effective in developing 11th graders prospective thinking skills.
2.6. Summary:
This second part of chapter two tackles discussing the previous studies related to the
three main variables of the study. The first section showed some studies related to
scenario-based-learning strategy and then the researcher stated a commentary including
the objectives, samples, tools, methodology and results. The second section reviewed
some studies related to speaking skills, then the researcher constructed a commentary
related to a comparison between this study and studies related to speaking skill. Finally,
the third section discussed some studies related to prospective and futuristic studies. After
that, the researcher pinpointed a commentary on these studies.
60
Chapter Three
Methodology
61
Chapter Three
Methodology of Study
This chapter covers the procedures followed throughout the study. It introduces
a complete description of the methodology of the study, the population, the sample,
the instrumentation and the research design. Moreover, it introduces the statistical
treatment of the study findings.
3.1. Type of research design:
The study adopted the quasi-experimental approach which requires two groups of
students; an experimental group and a control one.
The strategy of the Scenario-Based-learning is used in developing speaking skills and
prospective thinking of the experimental group, while the traditional instruction is used
in the control group.
3.2. Population of study:
The population of the study consisted of all female EFL eleventh graders secondary
schools at the east of khan Younis directorate- 840 female students- enrolled in the
second semester of the academic year (2018-2019).
3.3. Sample of study:
The researcher used a purposive sample from Shuhadaa Bani Suhaila secondary
school for girls. The sample consisted of (72) female students. The researcher chose
two classes which she teaches: one class as an experimental group included (36)
students and the other as a control group included of (36) students. Both groups were
all in the second semester aged nearly (16-17) years old. They were equivalent in their
general achievement in accordance with the statistical treatment of their results in the
first term exam of the scholastic year (2018-2019) and so, naturally, all classes were
equivalent in their achievement as they were distributed according to their
achievement in equivalent classes by the school administration beforehand. A pre-test
was used to check the equivalence of achievement between the two groups.
62
3.4. The variables of the study
The study included the following variables:
1-The independent variables:
Level (1): Scenario-Based-learning strategy.
Level (2): The traditional method in teaching.
2-The dependent variables:
Level (1): Students' performance of speaking skills after applying the post test.
Level (2): Students' performance of prospective thinking skills after applying the post
test.
3.5. The instruments of the study
The researcher used the following instruments to achieve the aim of the study:
1- A checklist of Speaking skills and prospective thinking skills.
2- Pre and posttest in speaking skills and prospective thinking skills.
3.6. Speaking test
The pre-post achievement speaking test was prepared by the researcher to
measure the students' achievement in acquiring speaking of two units.
1. The aim of the speaking test
The test was one of the study instruments which aimed at measuring the
effectiveness of using Scenario-based learning in developing eleventh Graders'
English speaking and prospective thinking skills.
2. The sources of test
The researcher referred to many resources in designing the test. In addition to her
own experience, he depended on English for Palestine11 textbook to construct the
domain of both speaking and prospective thinking test. Furthermore, the researcher
consulted English supervisors and experienced teachers.
3. Items of the Test
The test has five domains: grammar, vocabulary, discourse, pragmatic and
strategic. The first domain consisted of two questions: rewrite correctly and choose the
63
correct answer. The second domain included three questions: choose the correct
answer, fill in the gaps and rewrite correctly. The third aspect consists of two parts:
writing a recipe and answering about future expectance. The fourth domain included
one main question about how to utilize language functions. Finally, the fifth aspect
consisted of one question about writing cons and pros of GM foods.
4. The pilot study
The test was applied on a random sample of (36) students from Shuhadaa Bani
Suhaila secondary school for girls who have the same characteristics of the sample of
the study. The results were recorded and statistically analyzed to assess the validity
and reliability of the test as well as the time needed. The items of the test were modified
in light of the statistic results.
5. The validity of the test
Al Agha (1996, p.118) states that "a valid test is the test that measures what it is
designed to measure". The study used the referee validity and the internal consistency
validity. The study used the referee validity and the internal consistency validity.
5.1 The referee validity
The test was introduced to a jury of specialists in English language instruction and
linguistics in Gaza universities, ministry of Education and experienced supervisors.
5.2 The internal consistency validity
Al Agha (1996, p. 121) asserts that the internal consistency validity indicates the
correlation of the score of each item with the total average of the test. It also indicates
the correlation of the average of each domain with the total average. This validity was
calculated by using Pearson Formula. Table (1) shows the correlation coefficient of
every item of the speaking achievement test.
64
Table (3.1): Correlation coefficient of every item of the speaking test
No. Skill Pearson
Correlation Skill
No
.
Pearson
Correlati
on
1
Grammar Aspect
0.818**
Discourse Aspect
1 0.558**
2 0.717** 2 0.770**
3 0.460* 3 0.813**
4 0.492** 4 0.494**
1
Vocabulary Aspect
0.922**
Pragmatic Aspect
1 0.841**
2 0.553** 2 0.921**
3 0.931** 3 0.894**
4 0.892** 4 0.858**
5 0.902**
Strategic Aspect
1 0.744**
6 0.878** 2 0.813**
7 0.862** 3 0.785**
8 0.374* 4 0.619**
*r table value at df (28) and sig. level (0.05) = 0.361
**r table value at df (28) and sig. level (0.01) = 0.463
The table shows that correlations of the test items were significant at (0.01) which
indicates that there was a consistency between the items and this means that the test
was highly valid for the study.
Table (3.2) Pearson Correlation coefficient for every skill in the Speaking test
Skill Pearson
Correlation Sig. level
Grammar Aspect 0.512** sig. at 0.01
Vocabulary Aspect 0.831** sig. at 0.01
Discourse Aspect 0.546** sig. at 0.01
Pragmatic Aspect 0.449* sig. at 0.01
Strategic Aspect 0.477** sig. at 0.01
*r table value at df (28) and sig. level (0.05) = 0.361
**r table value at df (28) and sig. level (0.01) = 0.463
65
As shown in the table (3.2), there is a relation correlation between the domain and
the total degree and each domain with the other domain at sig. level (0.01,0.05) that
shows a high internal consistency of the speaking test which reinforces the validity of
the test.
6. Reliability of the test
The test is regarded reliable when it gives the same results in case of applying
it again for the same purpose in the same conditions (Al-Agha, 1996:120). The
reliability of the test was measured by the spilt- half technique.
6.1 Split-Half Method
The reliability of the test was measured by KR20 and the Spilt- half techniques.
Table (3) shows (KR20) and split-half coefficients of speaking test.
Table (3.3): (KR20) and split-half coefficients of the speaking test domains
Split-half coefficients
of the test domains KR20
No. of
Items Skill
0.880 0.818 24 Total
The results showed that the spilt-half coefficient is (0.880) and KR20 is (0.818)
and this indicates that the reliability of the test was high and strong.
7. Difficulty coefficient of the test
Difficulty coefficient is measured on the pilot study by finding out the percentage
of the wrong answers of each item made by the students (Abu Nahia, 1994, p.308).
The coefficient of difficulty of each item was calculated according to the following
formula for the pilot study which counted (40):
Difficulty Coefficient = No. of students who gave wrong answers
the total number of students
66
Table (3.4): Difficulty coefficient for each item of the speaking test
No. Difficulty coefficient No. Difficulty coefficient
1 0.31 13 0.38
2 0.38 14 0.25
3 0.31 15 0.38
4 0.50 16 0.44
5 0.50 17 0.63
6 0.75 18 0.56
7 0.63 19 0.38
8 0.69 20 0.31
9 0.50 21 0.25
10 0.56 22 0.31
11 0.50 23 0.25
12 0.31 24 0.38
Total difficulty coefficient 0.43
Table (3.4) shows that the difficulty coefficient wobble between (0.25 – 0.69) with
total average (0.43), that mean that each item is acceptable or in the normal limit of
difficulties according view of point of assessment and evaluation specialist.
8. Discrimination coefficient:
That means that the test is able to differentiate between the high achievers and the
low achievers. The discrimination coefficient was calculated according to the
following formula:
Discrimination Coefficient =
No. of the student who has the correct
answer from the high achievers - No. of the student who has the correct
answer from the low achievers
No. of high achievers' students No. of low achievers' students
67
Table (3.5) show the discrimination coefficient for each item of the test:
Table (3.5): Discrimination coefficient for each item of the speaking test
No. Discrimination coefficient No. Discrimination coefficient
1 0.38 13 0.50
2 0.75 14 0.50
3 0.38 15 0.75
4 0.25 16 0.38
5 0.75 17 0.50
6 0.25 18 0.38
7 0.75 19 0.50
8 0.63 20 0.38
9 0.75 21 0.50
10 0.63 22 0.63
11 0.75 23 0.50
12 0.63 24 0.50
Total Discrimination coefficient 0.45
Table (3.5) shows that the discrimination coefficient wobble between (0.38 –
0.75) with total average (0.54), that means that each item is acceptable or in the normal
limit of discrimination according view of point of assessment and evaluation specialist.
3.7. Prospective Thinking test
The prospective thinking test was prepared by the researcher to measure the
students' development in prospective thinking of Palestinian curriculum in general and
the two units (7 and 8) unit in particular.
1. The aim of the Prospective Thinking Test
The test was one of the study instruments which aimed at measuring the
effectiveness of using Scenario-Based Learning Strategy in Developing Eleventh
Graders' speaking and prospective thinking.
68
2. The sources of designing Prospective Thinking Test
The researcher referred to many resources in designing the test. In addition to her
own experience, she depended on English for Palestine 11 textbook to construct the
domain of prospective thinking test. Furthermore, the researcher consulted English
supervisors and experienced teachers.
3. Items of the Test
The test has nine skills or domains: first: prediction skill that includes many Wh-
questions about expecting events in the future. Second: solving problems skill that
includes many different questions about steps of preparing GM foods. Third,
distinguishing between facts and opinions skill that includes many questions about
classifying sentences whether they are facts or opinions. Fourth, making judgment skill
that contains a question about deciding the words different tables. Fifth, setting
priorities skill which includes a question about advantages and disadvantages of GM
foods. Sixth, probing questions skill that includes a question about forming questions
correctly. Seventh, expecting with proofs skill that includes some Wh-questions about
future. Eighth, detecting conclusions skill that includes a question about opinion.
Ninth, visualizing skill that contains a diagram to be answered.
4. The pilot study
The test was applied on a random sample of (36) students from Shuhadaa Bani
Suhaila secondary school for girls who have the same characteristics of the sample of
the study. The results were recorded and statistically analyzed to assess the validity
and reliability of the test, as well as, the time needed. The items of the test were
modified in light of the statistic results.
5. The validity of the test
Al Agha (1996, p.118) states that "a valid test is the test that measures what it is
designed to measure". The study used the referee validity and the internal consistency
validity. The study used the referee validity and the internal consistency validity.
69
5.1. The referee validity
The test was introduced to a jury of specialists in English language and
methodology in Gaza universities, ministry of education and experienced supervisors.
5.2. The internal consistency validity
Al Agha (1996, p. 121) asserts that the internal consistency validity indicates the
correlation of the score of each item with the total average of the test. It also indicates
the correlation of the average of each domain with the total average. This validity was
calculated by using Pearson Formula. Table (6) shows the correlation coefficient of
every item of the prospective thinking test.
Table (3.6): Correlation coefficient of every item of the prospective thinking test
No. Pearson
Correlation No.
Pearson
Correlation
1 0.661** 16 0.647**
2 0.627** 17 0.585**
3 0.597** 18 0.841**
4 0.741** 19 0.643**
5 0.561** 20 0.647**
6 0.643** 21 0.676**
7 0.627** 22 0.590**
8 0.631** 23 0.558**
9 0.704** 24 0.757**
10 0.618** 25 0.621**
11 0.396* 26 0.663**
12 0.392* 27 0.651**
13 0.848** 28 0.431*
14 0.610** 29 0.443*
15 0.660** 30 0.432*
*r table value at df (28) and sig. level (0.05) = 0.361
**r table value at df (28) and sig. level (0.01) = 0.463
The table shows that correlations of the test items were significant at (0.01)
which indicates that there was a consistency between the items and this means that the
test was highly valid for the study.
70
Table (3.7): Pearson Correlation coefficient for every skill in the prospective
thinking test
Skill Pearson
Correlation Sig. level
Predicting skill 0.864** sig. at 0.01
Solving Problem 0.887** sig. at 0.01
Distinguishing between facts and
opinions 0.405* sig. at 0.01
Making judgment 0.921** sig. at 0.01
Setting priorities 0.717** sig. at 0.01
Probing and proposing questions 0.797** sig. at 0.01
Expecting with proofs 0.818** sig. at 0.01
Detecting conclusions 0.802** sig. at 0.01
Visualizing skill 0.461* sig. at 0.01
*r table value at df (28) and sig. level (0.05) = 0.361
**r table value at df (28) and sig. level (0.01) = 0.463
As shown in the table (3.7), there is a relation correlation between the domain
and the total degree and each domain with the other domains at sig. level (0.01,0.05)
that shows a high internal consistency of prospective thinking test which reinforces the
validity of the test.
6. Reliability of the test
The test is regarded reliable when it gives the same results in case of applying it
again for the same purpose in the same conditions (Al-Agha, 1996:120). The reliability
of the test was measured by the Spilt- half technique.
6.1 Split-Half Method
The reliability of the test was measured by KR20 and the Spilt- half techniques.
Table (8) shows (KR20) and Split half coefficients of the prospective thinking test.
Table (3.8) :(KR20) and Split half coefficients of the prospective thinking test domains
Split half coefficients
of the test domains KR20
No. of
Items Skill
0.783 0.870 30 Total
71
The results showed that the Spilt-half coefficient is (0.783) and KR20 is (0.870)
and this indicates that the reliability of the test was high and strong.
7. Difficulty coefficient of the test
Difficulty coefficient is measured on the pilot study by finding out the percentage
of the wrong answers of each item made by the students (Abu Nahia, 1994:308). The
coefficient of difficulty of each item was calculated according to the following formula
for the pilot study which counted (40):
Difficulty Coefficient = No. of students who gave wrong answers
the total number of students
Table (3.9): Difficulty coefficient for each item of the prospective thinking test
No. Difficulty coefficient No. Difficulty coefficient
1 0.38 16 0.56
2 0.44 17 0.38
3 0.56 18 0.31
4 0.31 19 0.50
5 0.25 20 0.38
6 0.38 21 0.31
7 0.44 22 0.38
8 0.38 23 0.56
9 0.31 24 0.38
10 0.25 25 0.38
11 0.31 26 0.38
12 0.38 27 0.25
13 0.25 28 0.50
14 0.31 29 0.38
15 0.25 30 0.38
Total difficulty coefficient 0.37
Table (3.9) shows that the difficulty coefficient wobble between (0.25 – 0.50) with
total average (0.37), that mean that each item is acceptable or in the normal limit of
difficulties according view of point of assessment and evaluation specialist.
72
8. Discrimination coefficient:
That means that the test is able to differentiate between the high achievers and the
low achievers. The discrimination coefficient was calculated according to the
following formula:
Discrimination Coefficient =
No. of the student who has the correct
answer from the high achievers - No. of the student who has the correct
answer from the low achievers
No. of high achievers' students No. of low achievers' students
Table (10) show the discrimination coefficient for each item of the test:
Table (3.10): Discrimination coefficient for each item of the prospective thinking
test
No. Discrimination coefficient No. Discrimination coefficient
1 0.75 16 0.63
2 0.63 17 0.75
3 0.63 18 0.63
4 0.63 19 0.75
5 0.50 20 0.75
6 0.75 21 0.63
7 0.63 22 0.75
8 0.75 23 0.63
9 0.63 24 0.75
10 0.50 25 0.50
11 0.63 26 0.75
12 0.75 27 0.50
13 0.50 28 0.75
14 0.63 29 0.75
15 0.50 30 0.75
Total Discrimination coefficient 0.65
Table (3.10) shows that the discrimination coefficient wobble between (0.50 – 0.75)
with total average (0.65), that means that each item is acceptable or in the normal limit
of discrimination according view of point of assessment and evaluation specialist.
73
3.8. Controlling the variables
The researcher tried to control some variables that might affect the results of the
research to ensure valid results and avoid any possible external interference. Mackey
and Gass (2005, p.128) emphasized that "it would be important that each group of
students be relatively homogeneous. If they are not homogeneous, one cannot be sure
about the source of the results".
1. General English achievement variable:
T-test was used to measure the statistical differences between the groups due to
their English and general achievement. The subjects' results in the first term test of the
school year (2018-2019) were recorded and analyzed as shown in Table (11) below.
Table (3.11): T-test results of controlling English achievement variable
Group N Mean Std. Deviation T Sig.
value
sig.
level
English
achievement
experimental 36 14.833 2.210 -0.420
0.676
not sig.
Control 36 15.056 2.280
“t” table value at (70) d f. at (0.05) sig. level equal 2.00
“t” table value at (70) d f. at (0.01) sig. level equal 2.66
Table (3.11) shows that there were no statistical differences at (0.05) between the
experimental and the control subjects due to the English achievement variable.
2. Controlling the speaking variable test
To make sure that the sample subjects are equivalent in their previous English
language achievement, the researcher applied a pre speaking test. The results of the
subjects were recorded and statistically analyzed using T-test. Table (12) shows the
mean and the standard deviation of each group in the pre speaking test. The results
analysis indicates that there are no statistically significant differences between the
experimental and the control groups at (0.05) level.
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Table (3.12): T- test results of controlling speaking test variable
Skill group N Mean Std. Deviation t Sig.
value
sig.
level
Grammar
Aspect
experimental 36 1.111 0.708 0.950
0.345
not sig.
control 36 1.278 0.779
Vocabulary
Aspect
experimental 36 1.500 0.655 1.342
0.184
not sig.
control 36 1.750 0.906
Discourse
Aspect
experimental 36 0.083 0.368 1.316
0.193
not sig.
control 35 0.229 0.547
Pragmatic
Aspect
experimental 36 0.083 0.500 0.666
0.508
not sig.
control 36 0.167 0.561
Strategic
Aspect
experimental 36 0.111 0.465 0.583
0.562
not sig.
control 36 0.056 0.333
Sum experimental 36 2.889 1.410 1.639
0.106
not sig.
Control 35 3.486 1.652
“t” table value at (70) d f. at (0.05) sig. level equal 2.00
“t” table value at (70) d f. at (0.01) sig. level equal 2.66
3. Controlling the prospective thinking variable
To make sure that the sample subjects are equivalent in their previous English
language achievement, the researcher applied a pre prospective thinking test. The
results of the subjects were recorded and statistically analyzed using T-test. Table
(3.12) shows the mean and the standard deviation of each group in the pre prospective
thinking test. The results analysis indicates that there are no statistically significant
differences between the experimental and the control groups at (0.05) level.
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Table (3.13): T-test results of controlling prospective Thinking variable
Skill group N Mean Std.
Deviation t
Sig.
value
sig.
level
Predicting skill experimental 36 0.222 0.637 1.135
0.260
not sig.
control 36 0.417 0.806
Solving
Problem
experimental 36 0.083 0.368 0.335
0.738
not sig.
control 36 0.056 0.333
Distinguishing
between facts and
opinions
experimental 36 0.083 0.368 0.383
0.703
not sig.
control 36 0.056 0.232
Making
judgment
experimental 36 0.056 0.333 0.447
0.656
not sig.
control 36 0.028 0.167
Setting
priorities
experimental 36 0.139 0.487 0.224
0.823
not sig.
control 36 0.167 0.561
Probing and
proposing
questions
experimental 36 0.139 0.487 0.237
0.813
not sig.
control 36 0.167 0.507
Expecting with
proofs
experimental 36 0.167 0.561 1.022
0.310
not sig.
control 36 0.056 0.333
Detecting
conclusions
experimental 36 0.111 0.465 0.281
0.779
not sig.
control 36 0.083 0.368
Visualizing skill experimental 36 0.139 0.424 0.593
0.555
not sig.
control 36 0.083 0.368
Total degree experimental 36 1.139 1.807 0.070
0.944
not sig.
Control 36 1.111 1.526
“t” table value at (70) d f. at (0.05) sig. level equal 2.00
“t” table value at (70) d f. at (0.01) sig. level equal 2.66
4. Age variable
The researcher recorded the students' ages from the school management's
documents for the scholastic year (2018-2019) and made sure that they were all of the
same age ranging between [16-17] years old which in turn indicates that both the
experimental and the control groups were equivalent in the age variable.
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3.9. Procedures of the study
To achieve the research purpose, the researcher followed these steps:
1- Reviewing the literature and previous studies related to speaking skill, prospective
thinking skills and scenario-based learning strategy.
2- Choosing two units from English for Palestine 11 that are unit 7 and unit 8.
3- Planning the included lessons during carrying out this study via adopting the
targeted strategy (scenario-based learning strategy).
4- Identifying instruments of the study: a checklist and tests of speaking and
prospective thinking.
5- Designing a checklist of speaking and prospective thinking skills and introducing
it to specialists, including professors of English teaching instruction and
linguistics, supervisors of English and old experienced teachers who have long
experience in teaching 11th graders to decide the suitability of these skills to
eleventh graders.
6- Checking the validity and the reliability of the checklist.
7- Applying the checklist and recording the results to be used in building the pre and
posttest.
8- Specifying the speaking and prospective thinking skills appropriate for the 11th
graders in light of the checklist outcomes.
9- Preparing the tests.
10- Checking the validity and the reliability of the test.
11- Consulting the specialists of English instruction and linguistics and consider their
comments and opinions for checking the validity of the instruments.
12- Applying the pre–test and the scale on a pilot study to find the validity and
reliability of the test.
13- Applying the pre–tests on the sample of the study and computing the results.
14- Implementing the experiment according to lesson plan and appropriate
materials on the experimental group, while the control one will be taught by the
traditional instruction.
15- Applying the post-tests on the experimental and control groups, then record the
results.
16- Analyzing the data statistically by using appropriate statistical analysis.
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17- Interpreting and discussing the results of the study and giving suggestions and
recommendations in light of the study results and findings.
3.10. Statistical analysis procedures
The data was collected and computed by using Statistical Package for Social
Sciences (SPSS). The following statistical techniques were used:
1. T. Test Independent Samples: it is used to control the intervening variables and to
measure the statistical differences in means between the two groups due to the
study variables.
2. T. Test Paired Samples: it is used to check pre-post experimental test and the
intervening variables and also to measure the statistical differences in means
between the two groups due to the study variables.
3. Spearman correlation: it is used to determine the internal consistency validity of
the test.
4. Pearson correlation coefficient is used to identify the correlation the items of the
test and the scale.
5. Split-half and Alpha Cronbach techniques were used to the reliability of the scale
items.
6. Eta square to assess the effect size.
3.11. Summary
This chapter reviewed all terms related to methodology of the study. This chapter
included population of study, sample of study, methodology and instruments of study.
This chapter clarified the validity and reliability of each test throughout using the
suitable statistical means such as split half, spearman, person correlation and ETA
square. Also, this chapter stated all kinds of correlation coefficients that can clearly
affect the tools of study such as difficulty and discrimination coefficients. Moreover,
the researcher reviewed all the procedures of study followed in this chapter. Finally,
the researcher explained the techniques and procedures used in the statistical analysis
of this chapter.
Chapter Four
Results and Data Analysis
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Chapter Four
Results& Data analysis
This chapter tackles the findings of the study regarding the research questions.
The researcher used different statistical tests using the statistical program (SPSS) to
analyze the collected data results. Tables were also used to present these data with
analysis and interpretation.
4.1. Data Analysis and results of study questions
4.1.1. The results and answer of the first question
The first question was formulated as follows:
What is the framework of scenario-based learning that can be used in
developing English speaking and prospective thinking skills of eleventh graders?
The term scenario-based learning (SBL) is usually used for referring to the use of
scenario in education. SBL is best summarized in the following: Tell me, and I will
forget, show me, and I may remember, involve me, and I will understand. Thus, SBL
is creating an engaging and collaborative learning environment in which students work
in small groups in a realistic situation. They add that SBL enables a greater range of
areas within the curriculum to be covered, simplifies time management, and provides
increased opportunities for formative feedback that students could apply in upcoming
scenarios. Thus, SBL can be defined as an effective approach that provides an
excellent framework for active learning, which utilizes an authentic context in which
problems are presented in certain sequence and choices are offered to enable learners
to reach an outcome. SBL generally adheres to performance improvement rather than
the acquisition of knowledge and skills.
Moreover, Stages of SBL can be summarized as the following:
(1) Planning - In which, the instructor splits the class into two or more groups,
which are given different roles to play within a given scenario.
(2) Implementing - In which, students attempt to maintain communication in the target
language trying resolving the conflict that has arisen successfully.
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(3) Assessing - In which, the instructor regroups the class, discusses the events of the
performance stage (discourse, cultural or grammar problems), and provides feedback
on how to improve at key points in the scenario.
In light of SBL, there are many approaches related to SBL as a basis for teaching it:
1- Research-based approach, in which students are encouraged to explore and utilize
a variety of researches tools.
2- Product-based approach, which emphasizes the production of feasible, well written
and justified scenarios.
3- Interaction- based approach, which emphasizes the quality of the interactions
between students, focusing on developing their understanding of the field through
strategic conversation. Furthermore, as a basis of SBL, Different perspectives of SBL
types.
1-Skills-based scenario, in which fundamental knowledge is delivered, and students
are given opportunities to demonstrate acquired skills, abilities, attitudes and basic
understandings of complex procedures.
2- Problem-based scenario, in which students are helped to integrate their theoretical
understandings with practical knowledge.
3- Issues- based scenarios, in which concerns that influence an area of study are
explored, and students are given opportunities to understand and appreciate the impact
of human interests on decision- making.
4- Speculative-based scenarios, in which students are allowed to contemplate a range
of past, present, and future factors that influence their work.
5- Game-based scenarios, in which students are provided with fun, engaging,
interactive, and entertaining learning environment, as opposed to theory-based
learning.
Moreover, the characteristics of a good scenario could be illustrated as the following
1. SBL should be different and diverse whatever the number
2. It shows internal consistency.
3. It is clear and comprehensible.
4. SBL has the possibility to occur (possible), reveal the intersections and change
points, and has a practical profit by making decisions and planning for better future.
5. It should focus on the desired results and tap into the learner's motivation.
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6. It provides learners with opportunities to practice what they have taught.
7. It uncovers information by challenging their understanding.
8. They are simple, accurate and realistic.
4.1.2. The results and answer of the second question
The second question was formulated as follows:
What are the main speaking skills intended to be developed for eleventh graders
using scenario-based learning in light of EFL teachers' perspectives?
Table (4.1): The percentage weight of the speaking skills in light of speaking
checklist according to EFL teachers' perspectives
No. Skills Percentage
weight
A. Grammar aspect
1 Producing sentences using correct word order and question. 93.3
2 Observing grammar concord. (S - V - Pronoun) 88.9
3 Using different correct tenses. 82.2
4 Using modal verbs to make suggestions and advice. 77.8
B. Vocabulary aspect
1 Selecting various and semantically correct vocabulary to communicate
meanings. 84.4
2 Using noun phrase and collocations correctly. 86.7
3 Using familiar expressions, idioms and proverbs. 84.6
C. Discourse aspect
1 Expressing one's opinions and ideas. 86.7
2 Using language concisely without repetition. 78.9
3 Producing cohesion spoken discourse such as adverbs and
conjunctions. 77.8
D. Pragmatic aspect
1 Asking and giving advice. 85.6
2 Making suggestions, accepting or rejecting. 86.7
3 Making offers. 78.9
4 Making requests. 77.8
E. Strategic aspect
1 Rephrasing words to clarify meaning. 68.9
2 Summarizing the basic points. 87.8
3 Emphasizing the main points. 64.4
In light of the table above, it is noticed that grammar aspect occupies the first and
highest rank as the most important needed for 11th graders to develop their speaking
skills. These domains are answered by teachers of English.
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- It also observed that '' Producing sentences using correct word order and question''
occupied the first rank in the grammar domain and at all other domain'' which means
that teachers of English strongly believe that the necessity for EFL 11th learners to
produce correct sentences and questions is considered the highest priority to develop
their speaking skills.
- It is stated that '' Observing grammar concord (S - V Pronoun)'' occupies the second
rank in the grammar domain and at all other domains which means that subject-verb
concord is regarded one of the most important points required for 11th graders to
develop and improve their speaking skills because subject-verb concord is considered
as a solid base for any conversation or any kind of oral interaction.
- It is also noticed that '' Summarizing the basic points '' occupies the third rank at all
domains and the first at the grammar aspect. This means that teachers powerfully think
that '' summarizing the basic points '' is regarded one of the main fundamentals for
starting a preliminary oral interaction. As it is known, the purpose of any conversation
or communication is to deliver a message and this agrees with this idea that
summarizing the main points is very important for developing speaking skills.
- The-above table also shows that '' Using noun phrase and collocations correctly'' and
''Making suggestions, accepting or rejecting'' occupy the fourth rank at all domains.
This means that '' using noun phrases and collocations'' and '' Making suggestions'' play
an important role in developing speaking skills of 11th graders.
- The table above demonstrated that '' Emphasizing the main points '' and '' Rephrasing
words to clarify meaning'' occupy the last rank of all domains and it is clear that these
two statements belong to strategic domain which is considered as advanced
requirement for 11th graders to develop their speaking skills.
4.1.3. The results and answer of the third question
The third question was formulated as follows:
What are the main prospective thinking skills intended to be developed for
eleventh graders from EFL teachers' perspectives?
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Table (4.2): The percentage weight of the prospective thinking skills in light of
prospective thinking checklist from EFL teachers' perspectives
Number Skills Indicators Percentage
weight
1 Predicting
Talking about unknown future events. 83.33
Giving possible answers for some
expectations 87.78
2 Visualizing
Giving mind-map. 84.44
Using diagrams and concepts. 81.11
Presenting drawings and context clues. 80.00
3 Problem Solving
Brainstorming to find solutions. 81.11
Giving opinions. 84.44
Dividing a problem into its smallest
parts. 83.33
4 Distinguishing between
facts and opinion
Classifying ideas. 84.44
Giving examples in accurate contexts. 81.11
5 Making Judgment
Gathering different answers. 80.00
Classifying into groups. 82.22
Giving proofs. 81.11
Making decisions. 80.00
6 Setting priorities Using diagrams. 81.11
Identifying pros and cons. 86.67
7 Probing and proposing
questions
Using clues and keywords 82.22
Giving examples. 80.00
8 Indicating Eliciting ideas and examples. 73.3
Substituting examples. 68.9
9 Expecting with proofs Talking about things based on truths. 86.67
Foreseeing specific events. 84.44
10 Detecting conclusions
Constructing mind and concept maps. 82.22
Formulating a summary. 81.11
Writing the main points 83.33
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As shown in the table above, it is noticed that ''Predicting aspect'' occupies the first
and highest rank at all domains as the most important aspect needed for 11th graders to
develop their prospective thinking skills.
- It also observed that '' Giving possible answers for some expectations'' occupied the
first rank in ''predicting domain ''. This means that teachers of English largely think
that the necessity for EFL 11th learners of '' Giving possible answers for some
expectations '' is considered the first priority to develop their prospective thinking
skills.
- It is clearly stated that '' Identifying pros and cons '' and '' Talking about things based
on truths '' occupy the second rank at all other domains and they are equal in the
percentage weight which is (86.67%). This means that teachers of English for 11th
graders strongly believe that '' Identifying pros and cons '' and '' Talking about things
based on truths '' are regarded as necessary requirements and activities for developing
prospective thinking skills for 11th graders at secondary stage. The researcher thinks
that these activities contribute largely in improving and developing the prospective
thinking skills of 11th graders and then as a result, the speaking skills of them will be
clearly developed.
- It is also noticed that ''Giving mind-maps '', ''Classifying ideas'' and '' Foreseeing
specific events'' occupy the third rank at all domains. They belong to three different
skills weight and domains and they are also equal in percentage weight (84.44%). This
means that teachers widely believe that 11th graders are, to some extent, visual learners
and they need visual means to motivate them to develop their visualization skill which
is considered one of the most important skills of prospective thinking skills. Thus, it is
important to include visual aids such as mind maps, pictures and ICT means that
contribute greatly in improving the prospective thinking skill and speaking skills of
11th graders.
- The-above table also shows that ''Eliciting ideas and examples'' and '' Substituting
examples '' occupy the last rank with a percentage weight (73.3%) and (68.9%). This
means that these skills are marginalized and the teachers think that they do not play an
important role in developing prospective thinking skills of 11th graders.
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4.1.4. The results and answer of the fourth question
The fourth question was formulated as follows:
Are there statistically significant differences at (a≤ 0.05) between the mean
scores of the experimental group and those of the control group in the post-
speaking test?
To answer this question, the researcher used means and standard deviations of both
groups' results on the post-test were computed. Independent Samples T-test was used
to measure the significance of the differences. Table (4.3) describes those results.
Table (4.3): T-test independent sample results of differences between the
experimental and the control group in the post speaking skills test
Skill group N Mean Std. Deviation t Sig. value sig. level
Grammar
aspect
experimental 36 3.000 0.894 3.424
0.001
sig. at
0.01 control 36 2.056 1.393
Vocabular
y aspect
experimental 36 3.250 0.692 5.710
0.000
sig. at
0.01 control 36 2.028 1.082
Discourse
aspect
experimental 36 3.556 0.843 4.379
0.000
sig. at
0.01 control 36 2.389 1.358
Pragmatic
aspect
experimental 36 3.167 1.056 4.801
0.000
sig. at
0.01 control 36 1.667 1.549
Strategic
aspect
experimental 36 2.750 1.105 4.142
0.000
sig. at
0.01 control 36 1.528 1.383
Sum experimental 36 15.722 2.690 7.225
0.000
sig. at
0.01 control 36 9.667 4.249
“t” table value at (70) d f. at (0.05) sig. level equal 2.00
“t” table value at (70) d f. at (0.01) sig. level equal 2.66
As shown in table (4.3) the T. computed value is larger than T. table value in the
test, which means that there are significant differences at (α ≤ 0.01) in the total average
score of the post-test between the experimental and control group in favor of the
experimental group.
The mean of the post-test in the experimental group reached (15.722), whereas the
mean of the control group was (9.667). This result indicates that using scenario-based
86
learning strategy is more effective than the traditional method in developing the
speaking skills of EFL 11th graders.
It is also noticed that scenario-based learning strategy is greatly effective in
vocabulary and discourse aspects. This means that 11th graders use scenario-based
learning strategy to activate the stored vocabulary in their minds for interacting orally
and speaking English easily and accurately with their colleagues. Moreover, it is also
observed that scenario-based learning strategy largely effects on improving 11th
graders' discourse aspect that includes '' developing the students' abilities in expressing
their opinions and ideas''. This states that giving chances for 11th graders to speak and
express their ideas and opinions is a very important step in improving the speaking
skills for them in general.
To show the extent of Scenario-Based-learning strategy effect on the experimental
group achievement in the speaking skills, the study applied the "Effect Size" technique
(Afana, 2000, p. 42). The researcher computed "²η" using the following formula:
t2 = η2
t2 + df
And "d" value using the following formula:
2t
= D
df
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Table (4.4): The Table with Reference to Determine the Level of Size Effect (²η) and (d)
Test Effect volume
Small Medium Large
η 2 0.01 0.06 0.14
d 0.2 0.5 0.8
The results of "²η" and "d" values shown in Table (4.4) indicate a large effect size
of using scenario-based-learning strategy in the post test of speaking skills of 11th
graders at secondary stage. As clarified above, scenario-based learning strategy
contributes greatly in developing the majority of the speaking skills of 11th graders
especially in the vocabulary, pragmatic, discourse and strategic skills.
However, the skills related to grammar domain are the least developed skills. This
means that scenario-based learning strategy is effective with developing 11th graders'
advanced speaking skills such as vocabulary, pragmatic, discourse and strategic skills.
Table (4.5) shows the effect size of Scenario-based learning strategy on the speaking
skills of 11th graders.
Table (4.5): The Effect Size of Scenario-Based-learning strategy on the
Experimental group in the Post-Test of speaking skills
Skill t value η2 d Effect
volume
Grammar aspect 3.424 0.143 0.818 Large
Vocabulary aspect 5.710 0.318 1.365 Large
Discourse aspect 4.379 0.215 1.047 Large
Pragmatic aspect 4.801 0.248 1.148 Large
Strategic aspect 4.142 0.197 0.990 Large
Total 7.225 0.427 1.727 large
Table (4.5) shows that the effect size of scenario-based learning strategy is
large on students' speaking skills. This means that the effect of Scenario Based-
learning strategy significant. This large effect may be due to the activities and
techniques which are used in the scenario-based learning strategy to develop students'
speaking skills.
88
In light of the above- table, it is noticed that vocabulary aspect occupies the first
aspect in developing the speaking skills. This shows that scenario-based learning
strategy is greatly effective in improving the vocabulary domain of speaking skills for
11th graders. In other words, skills related to vocabulary domain constitutes the first
and basic part in improving the overall speaking skills of students. Thus, teachers of
English are required to utilize the stored vocabulary of 11th graders to develop their
skills in speaking English fluently.
It is also observed that pragmatic aspect occupies the second rank in developing
speaking skills of 11th graders. This means that using language and utilizing it
effectively in different situations contributes greatly in improving speaking skills of
11th graders. This also gives an indicator for teachers that utilizing language effectively
throughout scenario-based learning strategy plays an eminent role in developing the
whole speaking skills of 11th graders at secondary stage.
It is also stated that discourse and strategic aspects occupy the third and fourth
ranks in developing speaking skills of 11th graders which means that including
activities such as summarizing the main points and expressing different ideas and
opinions is an important step in improving speaking skills of 11th graders. This
demonstrates that 11th graders at secondary stage need advanced skills to develop their
speaking skills and there is no need to focus on grammar points or rules.
As shown in the table above, it is stated that grammar aspect occupies the last rank
in developing skills of 11th graders throughout scenario-based learning strategy. This
means that 11th graders don’t need grammar rules to improve their speaking skills.
4.1.5. The results and answer of the fifth question
The fifth question was ": Are there statistically significant differences at
(α≤0.05) between the mean scores of the experimental group and those of the
control group in the post-prospective thinking test due to the use of scenario-
based-learning?
89
To answer this question, the researcher used means and standard deviations of
both groups' results on the post-test were computed. Independent Samples T-test was
used to measure the significance of the differences. Table (19) describes those results.
Table (4.6): T-test independent sample results of differences between the
experimental and the control group in the post prospective thinking skills test
Skill group N Mean Std.
Deviation T
Sig.
valu
e
sig.
level
Predicting
skill
experimental 36 3.083 1.977 4.464
0.000
sig. at
0.01 control 36 1.222 1.533
Solving
Problem
experimental 36 1.833 1.254 6.874
0.000
sig. at
0.01 control 36 0.222 0.637
Distinguishing
between facts
and opinions
experimental 36 1.528 0.654 4.381
0.000
sig. at
0.01 control 36 0.750 0.841
Making
judgment
experimental 36 1.778 0.760 3.122
0.003
sig. at
0.01 control 36 1.000 1.287
Setting
priorities
experimental 36 1.556 0.652 5.628
0.000
sig. at
0.01 control 36 0.556 0.843
Probing and
proposing
questions
experimental 36 2.028 0.971
4.213
0.000
sig. at
0.01 control 36 1.000 1.095
Expecting
with proofs
experimental 36 2.333 1.394 5.276
0.000
sig. at
0.01 control 36 0.806 1.037
Detecting
conclusions
experimental 36 2.111 0.919 4.947
0.000
sig. at
0.01 control 36 1.000 0.986
Visualizing
skill
experimental 36 2.167 0.941 5.646
0.000
sig. at
0.01 control 36 0.917 0.937
Total degree experimental 36 18.417 6.367 6.786
0.000
sig. at
0.01 control 36 7.472 7.288
“t” table value at (70) d f. at (0.05) sig. level equal 2.00
“t” table value at (70) d f. at (0.01) sig. level equal 2.66
90
As shown in table (4.6) the T. computed value is larger than T. table value in the
test, which means that there are significant differences at (α ≤ 0.01) in the total average
score of the post-test between the experimental and control group in favor of the
experimental group. The mean of the post-test in the experimental group reached
(18.417), whereas the mean of the control group was (7.472). This result indicates that
using scenario-based learning strategy is more effective than the traditional method in
developing 11th graders' prospective thinking skills.
In light of the above-table, it is clear that solving problems skill occupies the
first rank throughout using scenario-based learning strategy. This means SBL strategy
contributes greatly in developing the skills related solving problems and this skill is
regarded a high cognitive skill. Thus, this developed skill is badly needed for 11th
graders as it is required to develop all English skills especially speaking skill.
As shown in the table, it is stated that '' visualizing '' skill gets the second rank in the
overall development of prospective thinking skills. This means that 11th graders are
considered visual learners, so they need visual instructional aides to develop their
prospective thinking skills and as a result, they will improve their speaking skill.
It is also observed that '' setting priorities '' occupies the third rank in the
development process of prospective thinking skills.
This demonstrated that this skill is a high cognitive skill that is suitable for 11th graders
to develop. In fact, 11th graders lack using high thinking skills in this age. Thus, using
SBL strategy for 11th graders motivates them to activate and develop their prospective
thinking skills.
It is also stated that using SBL strategy occupies the fourth rank in improving and
developing '' expecting with proofs '' skill as an important prospective thinking skill.
This shows predicting and expecting process contributes in developing the overall
prospective thinking skills of 11th graders at secondary stage.
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It is also highlighted that '' making judgments '' occupies the ninth and last rank.
This shows that SBL strategy effects on developing this skill, but not so far. This is
justified that this skill is regarded one of the most compound and complicated thinking
skills and using SBL strategy doesn’t influence 11th graders at a large level. Thus, 11th
graders need to pay more attention for using SBL strategy effectively to develop ''
making judgment '' skill in particular and the whole prospective thinking skill in
general.
Table (4.7) shows the effect size of scenario-based learning strategy of the prospective
thinking skills test.
Table (4.7) The Effect Size of scenario-based learning strategy on the
experimental group in post-test
Skill T.
value η2 D
Effect
volume
Predicting skill 4.464 0.222 1.067 Large
Solving Problem 6.874 0.403 1.643 Large
Distinguishing between facts and
opinions 4.381 0.215 1.047 Large
Making judgment 3.122 0.122 0.746 Large
Setting priorities 5.628 0.312 1.345 Large
Probing and proposing questions 4.213 0.202 1.007 Large
Expecting with proofs 5.276 0.285 1.261 Large
Detecting conclusions 4.947 0.259 1.183 Large
Visualizing skill 5.646 0.313 1.350 Large
Total 6.786 0.397 1.622 large
Table (4.7) shows that the effect size of scenario-based learning strategy is
large on students' prospective thinking skills. This means that the effect of scenario-
based learning strategy is significant. This large effect may be due to the activities and
techniques which are used in the scenario-based learning strategy to develop students'
prospective thinking skills.
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In light of the above-table, it is clear that solving problems skill occupies the first
rank throughout using scenario-based learning strategy. This means SBL strategy
contributes greatly in developing the skills related solving problems and this skill is
regarded a high cognitive skill. Thus, this developed skill is badly needed for 11th
graders as it is required to develop all English skills especially speaking skill.
As shown in the table, it is stated that '' visualizing '' skill gets the second rank in
the overall development of prospective thinking skills. This means that 11th graders
are considered visual learners, so they need visual instructional aids to develop their
prospective thinking skills and as a result, they will improve their speaking skill.
It is also highlighted that '' making judgments '' occupies the ninth and last rank.
This shows that SBL strategy effects on developing this skill, but not so far. This is
justified that this skill is regarded one of the most compound and complicated thinking
skills and using SBL strategy doesn’t influence 11th graders at a large level. Thus, 11th
graders need to pay more attention for using SBL strategy effectively to develop ''
making judgment '' skill in particular and the whole prospective thinking skill in
general.
4.2. Results of study hypotheses
4.2.1. Results of the first hypothesis
The researcher tested the following null hypothesis: There are no statistically
significant differences at (α≤ 0.05) in the mean scores of the experimental group
in speaking skills test in the pre- posttest.
The fourth hypothesis was investigated throughout using means and standard
deviation of the experimental group results and T. Test Paired Sample was used to
measure the significance of the differences.
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Table (4.8): T. Test paired sample results of the differences between the pre-test
and the post test of the experimental group in speaking skills test
Skill group N Mean Std.
Deviation t
Sig.
value
sig.
level
Grammar
Aspect
Pre test 36 1.111 0.708 10.401
0.000
sig. at
0.01 post test 36 3.000 0.894
Vocabulary
Aspect
Pre test 36 1.500 0.655 9.501
0.000
sig. at
0.01 post test 36 3.250 0.692
Discourse
Aspect
Pre test 36 0.083 0.368 20.842
0.000
sig. at
0.01 post test 36 3.556 0.843
Pragmatic
Aspect
Pre test 36 0.083 0.500 13.396
0.000
sig. at
0.01 post test 36 3.167 1.056
Strategic
Aspect
Pre test 36 0.111 0.465 14.073
0.000
sig. at
0.01 post test 36 2.750 1.105
Sum Pre test 36 2.889 1.410 21.994
0.000
sig. at
0.01 post test 36 15.722 2.690
“t” table value at (35) d f. at (0.05) sig. level equal 2.02
“t” table value at (35) d f. at (0.01) sig. level equal 2.70
Table (4.8) shows that the T. computed value is larger than T. table value in the
test, which means that there are significant differences at (α ≤ 0.01) in the total average
score of the post-test of the experimental group in favor of the post test. The mean of
the post-test reached (15.722), whereas the mean of pre-test was (2.889). This means
that there are statistically significant differences between the pre and post application
of the experimental group in favor of the post test. This means that using scenario-
based learning strategy to develop students' speaking skills test.
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Table (4.9): The effect size of scenario-based learning strategy in the pre- and
the post test of the experimental group
Skill t value η2 d Effect
volume
Grammar Aspect 10.401 0.756 3.516 Large
Vocabulary Aspect 9.501 0.721 3.212 Large
Discourse Aspect 20.842 0.925 7.046 Large
Pragmatic Aspect 13.396 0.837 4.529 Large
Strategic Aspect 14.073 0.850 4.757 Large
Total 21.994 0.933 7.435 Large
Table (4.9) shows that the effect size of scenario-based learning strategy is large
on students' speaking skills. This means that the effect of SBL strategy is significant.
This large effect may be due to the activities and techniques which are used in the SBL
strategy to develop students' speaking skills.
4.2.2. Results of the second hypothesis
The researcher tested the following null hypothesis: There are no statistically
significant differences at (α≤ 0.05) in the mean scores of the experimental group
in prospective thinking skills test in the pre- posttest
To investigate the second hypothesis, the means and standard deviations of the
experimental group results were computed. T. Test Paired Sample was also used to
measure the significance of the differences.
95
Table (4.10): T. Test paired sample results of the differences between the pre-
test and the post test of the experimental group in prospective thinking skills
test
Skill group N Mean Std.
Deviation t
Sig.
value
sig.
level
Predicting skill Pre test 36 0.222 0.637 7.649
0.000
sig. at
0.01 post test 36 3.083 1.977
Solving Problem Pre test 36 0.083 0.368 7.603
0.000
sig. at
0.01 post test 36 1.833 1.254
Distinguishing
between facts
and opinions
Pre test 36 0.083 0.368 10.277
0.000
sig. at
0.01 post test 36 1.528 0.654
Making
judgment
Pre test 36 0.056 0.333 10.941
0.000
sig. at
0.01 post test 36 1.778 0.760
Setting priorities Pre test 36 0.139 0.487 9.723
0.000
sig. at
0.01 post test 36 1.556 0.652
Probing and
proposing
questions
Pre test 36 0.139 0.487 8.838
0.000
sig. at
0.01 post test 36 2.028 0.971
Expecting with
proofs
Pre test 36 0.167 0.561 8.881
0.000
sig. at
0.01 post test 36 2.333 1.394
Detecting
conclusions
Pre test 36 0.111 0.465 12.961
0.000
sig. at
0.01 post test 36 2.111 0.919
Visualizing skill Pre test 36 0.139 0.424 11.530
0.000
sig. at
0.01 post test 36 2.167 0.941
Total degree Pre test 36 1.139 1.807 13.758
0.000
sig. at
0.01 post test 36 18.417 6.367
“t” table value at (35) d f. at (0.05) sig. level equal 2.02
“t” table value at (35) d f. at (0.01) sig. level equal 2.70
Table (4.10) shows that the T. computed value is larger than T. table value in the
test, which means that there are significant differences at (α ≤ 0.01) in the total average
score of the post-test of the experimental group in favor of the post test. The mean of
the post-test reached (18.417), whereas the mean of pre-test was (1.139). This means
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that there are statistically significant differences between the pre and post application
of the experimental group in favor of the post test. This means that using scenario-
based learning strategy is very effective in developing of eleventh graders' prospective
thinking skills.
Table (4.11): The effect size of Scenario-based learning strategy in the pre- and
the post test
Skill t value η2 d Effect
volume
Predicting skill 7.649 0.626 2.586 Large
Solving Problem 7.603 0.623 2.570 Large
Distinguishing between facts and
opinions 10.277 0.751 3.474 Large
Making judgment 10.941 0.774 3.699 Large
Setting priorities 9.723 0.730 3.287 Large
Probing and proposing questions 8.838 0.691 2.988 Large
Expecting with proofs 8.881 0.693 3.002 Large
Detecting conclusions 12.961 0.828 4.382 Large
Visualizing skill 11.530 0.792 3.898 Large
Total 13.758 0.844 4.651 Large
Table (4.11) shows that the effect size of scenario-based learning strategy is large
on students' prospective thinking skills. This means that the effect of scenario-based
learning strategy is significant. This large effect may be due to the activities and
techniques which are used in the SBL strategy to develop students' prospective
thinking skills.
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4.3. Summary
This chapter showed the main results and findings of this study throughout
analyzing the obtained data via two checklists and a pre-post achievement test. It also
demonstrated in details the results related to the first question that included the basis
of scenario-based learning strategy, its types, stages, approaches and characteristics.
This chapter also detected the findings of the second question that included the most
important speaking skills that 11th graders need to develop in light of the teachers'
responses in the first checklist of speaking skills. These speaking skills of 11th graders
were 9 skills. This chapter also highlighted the results related to the third question
which contained the most necessary skills that 11th graders need to improve throughout
the responses of teachers in the second checklist of prospective thinking skills. These
identified skills were also 9 prospective thinking skills. Moreover, this chapter also
indicated that scenario-based learning strategy was effective in developing 11th graders
speaking and prospective thinking skills. This was clear in the statistically significant
differences in the post test for the experimental group in speaking and prospective
thinking skills. Thus, this chapter of study shows that the effect of using SBL strategy
was very positive and effective.
Chapter five
Conclusions and
Recommendations
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Chapter Five
Conclusions and Recommendations
This chapter aims at discussing the findings of the study in light of the analyzed
data obtained in the previous chapter. The researcher also presents the main
conclusions and recommendations depending on the study findings and its analysis.
Thus, this chapter is divided into four sections: discussion of findings, conclusions,
recommendations, pedagogical implications and suggestions for further studies. The
discussion of the findings concentrates on analyzing the results based on a comparison
between this study and other studies to find the main differences and similarities
between them. Regarding, conclusions, they formulate the gist of the results of study
and how these findings can be practically used in the academic field.
Recommendations of study can be formulated in light of study results. This section
also includes the pedagogical implications of this study that shows how the study
findings and recommendations of study can be used in the field of teaching and
learning English. Finally, the study concludes with suggestions for further research
and studies to enrich the field of English language learning and teaching.
5.1. Discussion of the study findings and hypotheses:
Generally, the results of the current study verified that;
A- There are statistically significant differences at .000 between the control group and
the experimental one in the posttest of speaking skills in favor of the experimental
group.
B- Scenario-based learning strategy has positive effect on improving EFL 11th learners
both speaking and prospective thinking skills. These significant improvements could
be attributed to a number of causes related to the nature of scenario-based learning
strategy implementation such as:
1- Providing an amusing, interesting, intimate, interactive, cooperative and
informal learning environment.
2- Bridging the gap between theory and practice as different scenarios are based
on merging theory and practice, the thing which serves most the dual nature of
speaking skills as having both theoretical and a practical aspect.
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3- Improving knowledge retention by providing an immediate and continuous
feedback.
4- Providing an immersive, first-hand, and student-centred learning experiences.
5- Allowing students to learn by doing or learning by mistakes (experiential
learning).
6- Providing life-like situations (contextualized contexts) in which students
practice speaking English and utilizing prospective thinking skills in a more
natural and spontaneous learning environment, which improves their oral
performance and sense of purpose.
7- Changing the role of the educator (researcher) during the educational process
from being directive, authoritative and the main source (giver) of information
to more like a facilitator, guider, director, supporter, mentor, organizer, adviser,
evaluator, feedback provider, and sometimes participant (role-player).
8- Changing the student's role from being a passive receiver most of the time, to
the most energetic and active element in the whole educational process; she
(student) becomes a player, observer, organizer, coach, trainer, and evaluator.
9- Providing students with great opportunities to practice speaking and thinking
prospectively within a risk-free environment; which reduces their fear,
reluctance, and inhibitions and increases their interaction and engagement in a
smooth, indirect way.
10- Deepening and increasing the students' recognition and appreciation of the
importance of teaching speaking and prospective thinking skills by engaging
them in real-life situations.
The results of the current study are analogues to (Al-Hadi, 2008; El- Elki, 1999;
Mortan et al., 2012; Maria&Cristina,2012; and Yon,2006) who ascertain the
effectiveness of using SBL (as referred in this study) in teaching foreign languages
(EFL).
Furthermore, in parallel to the current study; (ATEE – RD19, 2003; Schramm,
2900; Petru & Aggelika, 2008; Schonwould et al., 2006; Ellis & Collins, 2012;
Stewart, 2007; Madson & Vas, 2003; Thomsen et al., 2009; Mariapan et al., 2004;
Sorin et al., 2012; Yetik et al., 2012; Clark, 2009; Stweart & Brown, 2006; Norten et
al., 2012; Bonfield, 2012; Breakely et al., 2008; Stewart et al., 2012; and Peters, 2005).
101
It is concluded that SBL confirmed its effectiveness in delivering different teaching
programs across a variety of fields such as; Teacher, Mathematics, Genomics,
Computer, e-learning tertiary, psychology and education.
The results of the study also indicate that exposing students for long hours to the target
language (EFL) by implementing SBL improves their intelligibility and production of
oral fluency and high levels of prospective thinking skills.
These results were verified by (Bassirei, 2013; Hardison, 2004; Seferoglu, 2005;
and Swaegmonkon, (2012) who reached the same conclusions whether in the field of
EFL or ESL employing different strategies and techniques SBL.
Moreover, the study emphasises the effect of implementing SBL on creating positive
attitudes towards learning English in general and speaking English language in
specific:
1- Developing the students' sense of achievement by their actual enactment of
different scenarios.
2- Improving their sense of satisfaction about their academic performance or
achievement level.
3- Creating a host of social skills through their continuous, and active cooperation
in order to fulfill their tasks effectively.
4- Constructing an intimate and informal learning environment which breaks the ice
and increases the students' familiarity with the target language (EFL).
5- Helping students overcome their feelings of shyness, hesitations, reluctance,
language anxiety, and fear of failure.
6- Enhancing the students' fluency, trust, and ease when using EFL especially, in
front of other people.
7- Reinforcing the students' verbal and non-verbal communication skills in a more
natural, spontaneous, and indirect way.
8- Improving the students' sense of responsibility; by stressing the fact that their
performance level is due to their invested effort, and the harder they try, the better
and more competent they would be.
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9- Developing the students' motivation, enthusiasm and interest by improving and
enhancing all the above-mentioned psychological aspects, various scenarios help
foster students' self-confidence, esteem and perception which in turn raise their
expectancy for future success, affects, and lead to modify their negative success
in speaking English well.
5.2. Conclusion of the study
Based on the findings of the present study, the following conclusions could be
stated:
1- It seems evident that scenario-based learning is largely used in the educational
field in general and teaching-learning process in particular. Thus, SBL was used
to develop different English skills and sub-skills such as writing, reading and
listening. Moreover, the study also shows that SBL contributes highly in
improving oral English skills such pronunciation and oral fluency. This study
adds a new finding that is related to developing not only speaking skills, but also
prospective thinking skills.
2- This study highlights the awareness of the most important speaking skills needed
for 11th graders to develop their abilities in speaking. These speaking skills are
arranged in light of the checklist of speaking skills. The grammar aspect got the
first rank. This means that teachers still believe that developing grammar aspect
is the first priority for 11th graders to develop their speaking skills. Whereas,
strategic aspect got the last rank. This indicates that teachers of English for 11th
graders don’t pay a considerable concern for using this aspect of speaking skill
because they may consider it difficult for students as 11th graders don’t have the
vocabulary needed to speak and interact orally.
3- In light of the checklist of prospective thinking skills, '' predicting '' skill occupies
the first rank. This means that teachers of English for 11th graders strongly believe
that '' predicting '' skill is the most important skill that 11th graders need to because
this skill is closely related to prospective thinking skills. This skill is also widely
included in the 11th grade syllabus. Thus, utilizing scenario-based learning in
meaningful contexts and throughout different strategies fosters and enhances the
abilities and skills of EFL 11th graders in speaking and prospective thinking skills.
Moreover, it is clearly noticed that '' Setting priorities '' occupies the second rank.
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This skill includes '' identifying pros and cons''. This skill is implied in the 11th
syllabus. That's why, teachers of English powerfully think that this skill should
be developed throughout using SBL strategy.
4- It is clearly stated that there is a strong link between scenario-based learning
strategy and the development of the identified speaking and prospective thinking
skills. Thus, this study shows that it is effective for developing speaking and
prospective thinking skills through using these strategies.
5- The current study shows that 11th graders who were intentionally exposed to the
suggested SBL strategy is very effective and better than those used to teach
speaking and prospective thinking skills throughout the traditional way. This is
an indicator that SBL strategy is very practical and effective.
6- The current study explained that this study is considered as a basis in teaching
and developing speaking and prospective thinking skills as the study results
identified the most important speaking and prospective thinking skills that 11th
graders need to develop in their classrooms, so it is important to consider it in the
process of teaching and learning English.
7- The present study used many technological tools throughout using scenario-
based learning to develop and enhance speaking and prospective thinking skills.
SBL strategy included using and utilizing many techniques such discussion, oral
discussion and open pairs.
8- The present study shows that scientific and humanities EFL 11th graders have
similar perceptions about the positive significant effect of using SBL strategy on
developing speaking and prospective thinking skills because all female students
originally have the same inborn linguistic capacities in learning foreign languages
such as learning English.
9- In light of informal interviews, this study demonstrates that 11th graders at Bani
Suhaila secondary school for girls feel with satisfaction towards the results of the
study, especially, about the positive effect of SBL on developing speaking and
prospective thinking skills. This indicates the effectiveness of this study.
10- SBL strategy utilizes life-like situations which improves EFL learners' mastery
of speaking and prospective thinking skills.
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11- SBL strategy incorporate purposeful study materials (contextualized context)
which increases EFL learners' interaction and engagement in learning speaking
and prospective thinking skills
12- SBL strategy integrates the theoretical part of speaking and prospective thinking
skills with its practical one, which suits the dual nature of enhances their mastery.
13- SBL strategy maximizes EFL learners' capability of good production and
perception of the different stress and intonation patterns within different contexts.
14- SBL strategy supports EFL learners' in differentiating between British and
American accents (regarding vowels' pronunciation).
5.3. Recommendations of study
Drawn upon the study results, the following recommendations could be provided;
1- Before implementing scenario-based learning strategy, EFL teachers suppose
prepare their students for that new mood of instruction; point out its nature,
implemented methods, their roles during the learning process, difference between
it and the regular teaching mood, how they would be evaluated, and satisfy all
their queries about it. Then, EFL teachers ought also to prepare the appropriate
learning environment and the needed study materials.
2- In implementing SBL strategy, EFL teachers should keep in mind the nature
(type) of their students, time constraint, learning objectives, and the nature and
requirements of the taught course. Then, the EFL teachers ought to be more
flexible, open-minded, and accept their students' comments and suggestions
about the dynamic of scenario process. Finally, EFL teachers should be aware of
the different roles of both the educator and student within the whole process.
3- Both theoretical and practical aspects of speaking and prospective thinking skills
should be taught throughout using SBL strategy parallel to each other in an
integrated manner.
4- Speaking skills and prospective thinking skills should be practiced through life-
like situations.
5- Speaking and prospective thinking skills should be practiced within an intimate,
informal and risk-free environment to overcome the students' shyness, inhibitions
and reluctance.
105
6- EFL teachers should encourage their students not to be worry about pronouncing
every word clearly to be understood, rather they should encourage them to
concentrate only on content words.
7- EFL teachers should encourage their students to practice weak forms, elision,
stress, and intonation within a variety of different context inside and outside the
classroom.
8- EFL teachers should provide their students with multiple opportunities for
exposing situations that force them to use their prospective thinking skills in order
to practice English language and as a result, improving their speaking skills.
9- EFL teachers should implement communicative, experiential, authentic, and
enthusiastic teaching strategies that help their students break the ice, decrease
their language anxiety, and shyness and increase their participation.
10- EFL teachers should utilize purposeful, immersive and contextualized materials
in teaching speaking skills throughout using scenario-based learning strategy.
11- EFL teachers should realize factors that affect their students' mastery of speaking
and prospective thinking skills particularly the factors related to SBL strategy
that proved its effectiveness in developing these skills.
12- EFL teachers should appreciate the role of improving their students' self-
confidence, image, and motivation in improving their speaking and prospective
thinking skills via using SBL strategy.
13- EFL teachers should be patient, persistent, and understanding upon teaching
speaking skills, as improving students' long-termed ill performances of such
skills takes time and effort, but with continuous practice it does work.
14- EFL teachers should be careful not to mock or criticize their students' ill
performances of speaking skills in a direct, clear manner, especially in front of
their classmates. This could result in decreasing their self-confidence, motivation
and inhibiting their improvement. Rather they should provide them with the
suitable feedback in a more general, gentle, and indirect manner.
15- EFL teachers should grasp their students' individual differences; accept the fact
that, not all their students would reach the same required level of speaking and
prospective thinking mastery no matter how much they tried. Although, all of
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them would improve, but according to their own pace. So, teachers of English
should not be frustrated or lose hope.
16- The chosen implemented scenario-based learning strategy in this study could be
used in practicing speaking skills and utilizing prospective thinking skills that
suit EFL learners' culture, interest, needs, and their academic level. In addition,
level of the English language in terms of the used vocabulary, idioms, slang
expressions, and accent should be taken into consideration.
17- Increasing EFL 11th learners' awareness of phonetics and phonology that will
develop their appreciation of the vital role of speaking skills and in improving
their overall oral performance.
18- It is recommended to provide governmental schools' classrooms with the
necessary technological devices such as LCD, smart board and a computer in
order to help the 11th EFL graders in doing their tasks and activities related to
speaking and prospective thinking skills. This will save their time and efforts and
facilitate their academic tasks as well.
19- Teachers ought to encourage their students to prepare and organize their tasks
and activities in light of SBL strategy to be known for both the teacher and the
students.
20- It is advisable to 11th EFL students to outline the purpose of the tasks in light of
SBL strategy before they begin and state the basic objectives clearly and stick to
them.
21- It would be highly effective for EFL teachers to use various examples to facilitate
the exercises for the students.
22- It is recommended to build a strong rapport and friendly relationships between
the students themselves and between them and their teachers. This will likely to
be effective in relaxing students and developing their ability in implementing
SBL strategy effectively.
23- Teachers ought to remove the psychological difficulties in order to reduce
students’ anxiety. Therefore, a friendly, patient personality and non-threatening
error correction approach from the teacher will likely to be effective in relaxing
students and improving their academic performance in answering the activities
related to speaking skills in light of SBL strategy.
107
24- Teachers should motivate EFL students to think and ask in order to enable them
to answer the activities easily and also EFL teachers ought to enhance the
participation in the class and give every student the chance to speak and express
his ideas.
25- EFL teachers ought to emphasize the importance of showing appropriate and
respectful behavior while EFL leaners are answering. Thus, students should not
be interrupted from others during participation.
26- Teachers should encourage students to speak English between them outside the
classroom and practice speaking English language. This can be done throughout
asking each other questions that can activate prospective thinking.
27- It is advisable to EFL teachers to use body language and eye-contact technique
to keep the classroom quiet and relaxing for students and the teacher.
28- Students ought to expand their knowledge in recognition of new vocabulary and
expressions to be able to answer speaking exercises confidently.
29- English students ought to stick to the time specified for them to do and answer
the activities and tasks in order to reinforce their ability in management of the
time.
30- Teachers should motivate EFL students to use various free oral activities based
on SBL strategy like role-play, dialogues, simulations in the free time to develop
their abilities in speaking skills as well as prospective thinking skills.
31- It would be highly positive for students to be engaged in various speaking and
prospective thinking activities related to SBL strategy in order to make them feel
brave and enhance self-esteem and confidence.
32- It is recommended to reinforce students’ confidence, particularly, with opinions
which might be inaccurate.
5.4. Pedagogical implications for teaching
The findings of this study revealed that there is a clear positive effect of scenario-
based learning strategy on developing speaking and prospective thinking skills of 11th
graders. Thus, the study has some pedagogical implications as the following:
First, 11th EFL students don’t have much experience in doing exercises related to this
strategy, so it is important to provide psychological and academic support and
encouragement from their teachers.
108
Second, due to psychological factors facing student when teacher implements SBL
strategy. that's why, it is possible to reduce stresses and difficulties aroused by these
factors, the teacher may provide information for the students. With this information
available to students, they will be able to engage in a more realistic appraisal process.
That is, students will be able think deeply and answer the questions easily.
Third, teachers should help students reduce their fear of making semantic, syntactic
and grammatical mistakes. In this study, students perceived pronunciation and
grammar accuracy related to the use of vocabulary effectively in light of this strategy,
so teachers may inform students of the importance of the content of vocabulary rather
than grammatical position.
Fourth, it was found that SBL strategy played significant roles on developing 11th
graders' speaking and prospective thinking skills. Therefore, it is very necessary to
build a strong rapport and friendly relationships between the students themselves and
between them and their teachers throughout carrying out SBL strategy. This will likely
to be effective in relaxing students and developing their ability in speaking and
prospective thinking skills.
Fifth, teachers may inform students of the importance of showing appropriate behavior
while they do the exercises related to SBL strategy. Therefore, teachers may emphasize
the importance of showing respectful academic behaviour when students do their tasks
and also encourage the students to raise questions and comment after finishing the
exercise.
Sixth, 11th teachers ought to encourage the students to prepare and organize their
learning activities and tasks in light of the criteria of SBL strategy that are known and
known and accepted from the teachers and their students.
Seventh, 11th teachers of English should outline the main objectives of SBL strategy
and identify exactly the elements that the teacher needs to use the targeted strategy to
develop speaking and prospective thinking skills and they should stick to them in order
to save the time and effort. It is also advisable to 11th students to revise the details and
examples related to the ideas of utilizing SBL and speaking skills.
Finally, 11th teachers of English should motivate the students to use transitional and
signal words in order to be able to relate the different ideas with each other in a logical
109
way and avoid making the students feel that there is a gap between an idea and the
other.
5.5. Suggestions for further studies
Based upon the findings of the study, the following topics are suggested as
potential areas for further research;
Future research may concentrate on other new types of scenario-based learning
strategy to develop other skills such as listening, reading, listening and writing. Other
studies may also focus on using SBL not only in the schools, but also in other colleges
and universities.
More research should be dedicated to examine the role of SBL strategy in the
process of improving other aspects of language such as pronunciation and grammar.
The result of this study is hopefully planned to be the base for English teachers to
start enriching materials and also educational competitions that are closely related to
SBL which will help them to develop their abilities in all English skills and aspects.
Thus, teachers of English are kindly required to increase the number of exercises
and activities that require to do and answer speaking and prospective thinking tasks in
light of SBL strategy, and also, they are required to specify the criteria of SBL strategy
to adopt the strategy that may help the students to follow them and be evaluated in
light of these criteria.
Furthermore, more researchers must be encouraged to study in depth what are the
difficulties encountering EFL in speaking skills in light of SBL strategy, and what are
the social, linguistic and psychological factors affect speaking and prospective
thinking skills among students in secondary schools at Gaza strip. As a result, teachers
will be able to help their students become better learners of English language. The
results of the study will contribute to this field by giving information and ideas on SBL
strategy that EFL learners use them to develop their speaking and prospective thinking
skills. More suggestions could be presented for other researchers:
1- Investigating the effect of scenario-based learning on improving EFL learners '
pronunciation.
2- Exploring the effect of scenario-based learning on developing EFL learners ' oral
comprehension skills.
110
3- Examining the effect of scenario-based learning on developing other language skills
(reading and writing).
4- Looking into the effect of different kinds of scenario-based learning such as
dramatized scenarios on improving EFL learners ' self-perceptions and attitudes.
5- Addressing the effect of SBL strategy and dramatized scenarios in particular, on
improving the pronunciation of non-English major students.
6- Exploring the effectiveness of dramatized scenarios on teaching other EFL
academic courses such as; poetry, drama, and novel.
7- Investigating the effect of SBL on the intelligibility and acccentedness of EFL
learners
References
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Appendices
122
Appendix (1)
English Speaking and Prospective Thinking Skills Checklists
Dear\ …………………………………………………………….
The researcher is conducting a study entitled " The Effectiveness of Using
Scenario-Based Learning Strategy in Developing EFL Eleventh Graders'
Speaking and Prospective Thinking Skills" to obtain a Master degree in
curriculum and English instruction.
One of the study's requirements is to construct two checklists to identify the most
important speaking skills and futuristic thinking in order to build two achievement
tests (pre-post).
Because of the importance of your opinion and experience, you are kindly requested
to review the two checklists.
Your notes, comments, and feedback, is highly appreciated.
Thanks for your kind help and cooperation
The Researcher
Reem H. Attar
بغزة ةــلاميــــــة الإســــــــــــــامعـالج
العليــــــاعمادة البحث العلـــمي والدراسـات
ة الـــتـــــــــــــربـــــــــــــيـــةيــــــــــــــلـــــك
ماجســـــتير المـــناهج وطـــرق التدريـــــس
The Islamic University of Gaza
Deanship of Research and Graduate Studies
Faculty of Education
Dept. of Curriculum and Instruction
123
A Checklist of Speaking Skills
Very
Importan
t
Important
Not
Importan
t
Skills No.
The grammar aspect
1- Producing sentences using correct word order
and questions.
2- Observing grammar concord. (S – V –
Pronoun).
3- Using different correct tenses.
4- Using modal verbs to make suggestions and
advice.
A.
Vocabulary aspects
1- Selecting various and semantically correct
vocabulary to communicate meanings.
2- Using noun phrase and collocations correctly.
3- Using familiar expressions, idioms and
proverbs.
B.
Discourse aspects
1- Expressing one's opinions and ideas.
2- Using language concisely without repetition.
3- Producing cohesion spoken discourse such as
adverbs and conjunctions.
C.
Pragmatic aspects
1- Asking and giving advice.
2- Making suggestions, accepting or rejecting.
3- Making offers.
4- Making requests.
D.
Strategic aspects
1- Rephrasing words to clarify meaning.
2- Summarizing the basic points.
3- Emphasizing the main ideas.
E.
Your comments are highly appreciated
124
A Checklist of Prospective Thinking Skills
Not
Importa
nt
Import
ant
Very
Import
ant
Indicators Skill No.
1. Talking about unknown
future events.
2. Giving possible answers
for some expectations.
Predicting 1.
1. Giving mind-maps.
2. Using diagrams and
concepts.
3. Presenting drawings and
context clues.
Visualizing 2.
1. Brainstorming to find
solutions.
2. Giving opinions.
3. Dividing a problem into
its smallest parts.
Problem Solving 3.
1. Classifying ideas.
2. Giving examples in
accurate contexts.
Distinguishing
between facts and
opinion.
4.
1. Gathering different
answers.
2. Classifying into groups.
3. Giving proofs.
4. Making decisions.
Making judgment 5.
1. Using diagrams.
2. Identifying pros & cons.
Setting priorities 6.
1. Using clues and
keywords
2. Giving examples.
Probing and
proposing
questions
7.
1. Eliciting ideas and
examples.
2. Substituting examples.
Indicating 8.
125
1. Talking about things
based on truths.
2. Foreseeing specific
events.
Expecting with
proofs
9.
1. Constructing mind &
concept maps.
2. Formulating a summary.
3. Writing the main points
Detecting
conclusions
10.
Your comments are highly appreciated
University Professor Supervisor Teacher
Years of experience
Thanks a lot for your co-operation
The Researcher
Reem H. Attar
126
Appendix (2)
Pre-post Speaking Achievement Test
Dear Dr./ Mr. / Ms……………….
The researcher is conducting a study entitled "The Effectiveness of Using Scenario-
Based Learning Strategy in Developing EFL Eleventh Graders' Speaking and
Prospective Thinking Skills" to obtain a Master degree in curriculum and English
instruction.
One of the study's requirements is to identify the most important speaking skills in
order to build a (pre-post) achievement test to achieve the purpose of the study. Thus,
the researcher prepared the following instruments:
1. A pre-post Speaking achievement test.
2- A pre-post Prospective thinking achievement test.
Because of the importance of your opinion and experience, you are kindly requested
to look carefully and check each instrument and write your response. Your notes,
comments, and feedback, will be highly appreciated.
Thanks for your kind help and cooperation
The Researcher
Reem H. Attar
بغزة ةــلاميــــــة الإســــــــــــــامعـالج
عمادة البحث العلـــمي والدراسـات العليــــــا
يـــةـــربـــــــــــــة الـــتــــــــــيــــــــــــــلـــــك
التدريـــــسماجســـــتير المـــناهج وطـــرق
The Islamic University of Gaza
Deanship of Research and Graduate Studies
Faculty of Education
Dept. of Curriculum and Instruction
127
The Islamic University of Gaza
Deanship of Research and Graduate Studies
Faculty of Education
Dept. of Curriculum and Instruction
Dear referee,
The researcher is conducting a study entitled "The Effectiveness of Using
Scenario-Based Learning Strategy in Developing EFL Eleventh Graders' Speaking and
Prospective Thinking Skills" to obtain a Master degree in curriculum and English
instruction.
As the aim of the study is to investigate the effect of using Scenario Planning
on developing speaking skills of the students of eleventh graders, the
researcher has designed a pre-post achievement test in light of speaking sub-
skills.
Because of the importance of your opinion and experience, you are kindly
requested to look carefully at the items on the list to:
1- Determine the degree of suitability for the eleventh graders.
2- Modify the language if necessary.
3- Suggest ideas or items enrich the test
Thanks for your kind help and cooperation
The Researcher
Reem H. Attar
بغزة ةــلاميــــــة الإســــــــــــــامعـالج
والدراسـات العليــــــاعمادة البحث العلـــمي
ة الـــتـــــــــــــربـــــــــــــيـــةيــــــــــــــلـــــك
ــرق التدريـــــسماجســـــتير المـــناهج وطـ
128
Your comments are highly appreciated
University Professor Supervisor Teacher
Years of
experience
Thanks a lot for your co-operation
The Researcher
Reem H. Attar
Low Average High Item
There is coherence between the test items and the
speaking sub-skills.
The layout is acceptable.
The speaking achievement test items suit eleventh
graders' level.
The time assigned is suitable.
The distribution of marks is suitable.
129
post Speaking achievement test-Pre
Written Test
“4 points” Grammar Aspect
I: Fill in spaces with the correct forms of verbs between brackets:
1- If she is not at home when I get there, I ……………………….. till she arrives. (wait)
2- I hope your interview goes well tomorrow. I ……………………….. of you. (think)
II: Choose the best answer:
1- By next year they ……………………….. married for 40 years.
A will be B will have been C will being
2- Don’t call me on my mobile. I……………………….. .
A will have driven B will drive C will be driving
points”Vocabulary Aspect “4
I: Choose the correct form between brackets:
1- He is studying to be a doctor but it will be another year before he is …………….
A widely known B fully qualified
2- The story is ……………………. but it is not very exciting.
A well-written B brightly colored
3- Having lunch together after the meeting will help people to meet each other and
………………
A socialization B socialize
II: Fill in the gaps using words/phrases in the box below:
(enables - well known - yolk – pests)
1. The yellow part of an egg is ……………….
2. Yasser Arafat is a …………………… leader.
3. ……………….. insects that harm crops.
----------------------------------------------------------------------------------------------------------------
III: Complete the sentences with correct form from words in brackets:
1- There is a difference between facts and …………………. . (generalize)
2- In Gaza, we try to ………………….other sources of energy. (industry)
130
“4 points” Discourse Aspect
1- Choose a dish you like the most. Then try to write the ingredients and the process
briefly utilizing time or ordering words like: meanwhile – finally – when – by –
while – first – then – until). …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. .
“4 points” Pragmatic Aspect What would you say in the following situation?
1- Today is a holiday. Ask your family to go somewhere.
………………………………………………………………………………………………… (Make suggestion)
……………………………………………………………………………………………….. (Accept)
2- You want to climb the mountains with your friends.
……………………………………………………………………………………………….. (Make suggestion)
……………………………………………………………………………………………….. (Refuse)
“4 points Strategic Aspect
I: Write briefly about:
Points for GM food.
1- …………………………………………………………………………………
2- …………………………………………………………………………………
3- …………………………………………………………………………………
4- …………………………………………………………………………………
Points against GM food.
1- ………………………………………………………………………………….
2- …………………………………………………………………………………..
3- …………………………………………………………………………………..
4-…………………………………………………………………………………..
Best of luck
131
Oral Test
“points”Grammar Aspect
1- What will you be doing after ten years from now on?
2- Make a conversation with your friend asking him\her what will he\she have done
by next week?
by next year?
in five years’ time?
3- Substitution drill:
T: I saw a girl.
T: Pretty.
SS: I saw a pretty girl.
T: Soha.
Ss. Soha saw a pretty girl.
T. Man.
Ss. I saw a man.
T. handsome.
Ss. I saw a handsome man.
Vocabulary Aspect “points”
1- Put these compound nouns in correct sentences: (well educated – beautifully written
– freshly cooked – highly praised – widely known – badly injured – fully qualified –
brightly coloured – well known – well written)
2- Describe: what is Ali doing?
“points” Discourse Aspect
1- Do you like eating at home or in a restaurant? Why?
2- Are you good at cooking? What dishes do you know how to make? What are the
steps of making it?
“points”Pragmatic Aspect
1- Today is a holiday. It is hot in here. You want to go outdoors with your friends.
(Make Suggestion)
2- Ali has a regular headache. (Advise him)
3- Abeer does not know how to spell the word “know”. (Request)
“points Strategic Aspect 1- Tell me the three advantages of GM food.
2- Mention three benefits of agri-businesses?
132
Appendix (3)
Prospective Thinking Test
The Islamic University of Gaza
Deanship of Research and Graduate Studies
Faculty of Education
Dept. of Curriculum and Instruction
Dear referee,
The researcher is conducting a study entitled " The Effectiveness of Using
Scenario-Based Learning Strategy in Developing EFL Eleventh Graders' Speaking and
Prospective Thinking Skills" to obtain a Master degree in curriculum and English
instruction.
As the aim of the study is to investigate the effect of using Scenario Planning
on developing prospective futuristic thinking skills of the students of eleventh
graders, the researcher has designed a pre-post achievement test in light of
prospective “futuristic” sub-skills.
Because of the importance of your opinion and experience, you are kindly
requested to look carefully at the items on the list to:
1- Determine the degree of suitability for the eleventh graders.
2- Modify the language if necessary.
3- Suggest ideas or items enrich the test.
Thanks for your kind help and cooperation
The Researcher
Reem H. Attar
بغزة ةــلاميــــــة الإســــــــــــــامعـالج
العلـــمي والدراسـات العليــــــاعمادة البحث
ة الـــتـــــــــــــربـــــــــــــيـــةيــــــــــــــلـــــك
ماجســـــتير المـــناهج وطـــرق التدريـــــس
133
Prospective Thinking Test
Predicting skill
1- What are you doing tomorrow evening?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………….. .
2- Studies show that most people are going to use GM foods before 2020. (use
by 2020)
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………..................................................................
................................ .
3- What do you hope you will have done by next week?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………….. .
Solving Problem
1- How can the government decrease the cost of GM foods?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………
2- Suggest three steps for starting a factory to produce GM foods?
1-……………………………………………………………………………………………………………………
2-……………………………………………………………………………………………………………………
3-……………………………………………………………………………………………………………………
Distinguishing between facts and opinions
1- Look at the examples shown below, then try to make sentences about some
concepts.
(facts – opinion)
A. GM foods produce more crops. (fact)
B. GM foods aren’t cheap. (opinion)
Fast foods ………………………………………………………………….
(Fact)
Fast food…………………………………………………………………….
(Opinion)
134
Making judgment
1- Do you think that GM foods are useful or not, and why?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
Setting priorities
1- Mention the advantages of slow foods.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………..
2- Mention the disadvantages of fast foods.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………..
Probing and proposing questions
1- Make two questions about the following key concepts.
(fast food – slow food – GM food)
A. fast food
……………………………………………………………………………………………………………..?
……………………………………………………………………………………………………………..?
B. slow food
………………………………………………………………………………………………………………?
………………………………………………………………………………………………………………?
C. GM food
……………………………………………………………………………………………………………….?
……………………………………………………………………………………………………………….?
Expecting with proofs
1- Palestine may be liberated from occupation soon. Thus, tourism will increase
and restaurants will definitely rise. Do you expect the income will increase, if
yes, Why? If no, why?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………… .
2- Do you think that fast foods will increase or decrease and why?
135
Detecting conclusions
1- Meals at restaurants can be divided into two kinds.
A. ……………………………………………………… B.
……………………………………………………………
2- Which kind of food do you prefer? And why?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………
Visualizing skill
1- Complete the mind maps about the expected continents that may produce GM
foods in the future.
2-
Africa
1- ……
….. 3-
……..…
World Continents
Mala
ysia
………
……
Franc
e
………
…….
……
……
….
..........
.........
136
Appendix (4)
Lesson Plan
a .Revision Unit: Day Thu.
.3 -2 –1 Period: Date Jan.th 24
.Morning Shift: Class 11/3
Steps Procedures
Warming up:
Prerequisite:
Presentation:
Activity 1
Salutation. T plays “Chart Vocabulary”. Before it, T. does
brainstorming for the world “food”
Group work:
✓ T. assigns each group two words/pictures.
✓ Students discuss the vocabulary they have.
✓ They present them to the whole class
❖ Skill (classifying words). T.S interaction.
✓ T. revises some words and identifying them. (part of speech)
✓ T. asks gives an example.
✓ Ss. Put the words in new contexts.
✓ T. checks their word order.
Objectives:
By the end of this lesson, students are expected to be able to:
1. Put words in context correctly.
2. Rearrange words correctly.
familiar, membership, local, yolk, homemade ocabulary:New V
It's unknown, there is New Structure:
Grammar, using and utilizing vocabulary New functions:
: revising orally some words and vocabs Prerequisites
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
137
Steps
Activity 2
Activity 3
Assignment:
Rounding up:
Teacher's comments
❖ Skill (utilizing words correctly) S.S interaction
✓ T. asks ss to read words orally and identifies their meanings.
✓ SS interact with T accurately.
✓ T. gives an example.
✓ T checks ss answers.
❖ Skill (using verbs correctly) pair work
✓ T. asks SS to use present simple.
✓ SS use them.
✓ T. checks.
T. asks students to write three activities they usually do at class.
T. plays “What’s missing?”
Active Participation.
138
.7 Unit: Day Sat.
.1 Period: Date Jan.th 26
.Morning Shift: Class 11/3
bjectives:O By the end of this lesson, students are expected to be able to:
1. Expend new vocabulary. 2. Scan the text accurately. 3. Read silently.
homemade, flavours, additives, global, reaction New Vocabulary:
ee, no chemicallow fat, low sugar, GM fr New Structure:
scanning, skimming, vocabulary development New functions:
: types of dishes and foods Prerequisites
A.V.M: Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet,
Video
Steps Procedures Warming up:
Prerequisite:
Presentation:
Activity 1
Salutation. T asks “what's your favourite food?”. Before it, T. does
brainstorming for the world “food”
Group work:
✓ T. assigns each group two pictures of food.
✓ Students discuss the vocabulary they have.
✓ They present them to the whole class
Skill (Pronouncing). T.S interaction.
o (Pronouncing the new vocabs chorally and individually)
✓ T. presents new vocabs by pronouncing them three times. (using audio
tracks)
✓ SS. repeat chorally and individually.
✓ Ss. elicit meanings through many strategies.
✓ SS. put words in sentences.
139
Steps Procedures
Activity 2
Activity 3
Assignment:
Rounding up:
Teacher's
comments
❖ Skill (Elicit the meanings) S.S interaction
✓ T. asks ss to read some questions in advance.
✓ SS scan the text and find the answers.
✓ SS. Find the answers.
✓ SS. answer the questions.
✓ T. checks the answers.
✓ T. asks ss. to get more vocabs.
❖ Skill (using vocabs correctly) pair work
✓ T. asks SS to complete the missing sentences.
1- This margarine is full of ………………………………, just look at the label!
2- The ……………………………… of care at our local hospital is excellent.
3- This ice-cream has a light, fruity ………………………………… .
4- There was an immediate ………………………………….. against the
proposed tax increases.
5- My mom always buys ………………………………….. fruit and vegetables.
✓ SS. answer the questions in pairs.
✓ T. checks the correct answers.
Ex. 2
Watching a video about fast and slow food.
Active Participation
140
Steps Procedures
Warming up:
Prerequisite:
Presentation:
Activity 1
Salutation. T plays a song. SS. repeat chorally.
Individual work:
✓ T. revises the words orally.
✓ Students discuss the vocabulary they have.
❖ Skill (discussing questions). S.S interaction.
o Reading
✓ T. asks ss to discuss some questions in advance chorally and individually.
✓ SS. read silently and accurately.
✓ T. checks the answers.
Objectives:
By the end of this lesson, students are expected to be able to:
1. Read and answer questions.
2. Asking question.
standardise, globalise, modernise, ingredients New Vocabulary:
Good choice, as often as, you can, not too often tructure: New S
reading, scanning, vocabulary, family function New functions:
: revising the words orally Prerequisites
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Video
.7 Unit: Day Mon.
.2 –1 Period: Date Jan.th 28
.Morning Shift: Class 11/3
141
Steps Procedures
Activity 2
Activity 3
Assignment:
Rounding
up:
Teacher's
comments
❖ Skill (scanning and skimming) T.S interaction
✓ T. gives an example to ss.
✓ SS read the text tests of passage.
✓ T. asks ss. to answer the questions.
✓ T checks the answers.
❖ Skill (answering questions) pair work
✓ T. asks ss to answer the whole exercise and SS. answer.
✓ T. checks the answer.
Choose and complete
T. discuss ss. the advantages and disadvantages of fast food and slow food
orally.
Active Participation.
142
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
Assignment:
Teacher's comments
Salutation. T. asks ss. about what they had for the breakfast.
❖ Skill (pronouncing new words). T.S interaction.
✓ T. presents the new words by pronouncing them three times.
✓ SS. repeat orally, individually and chorally.
✓ SS. elicit meanings through many strategies.
❖ Skill (discussing new vocabs). T.S interaction.
✓ T. gives ss some questions to be answered and discussed in advance.
✓ SS. read silently and scan the text. SS. answer the questions.
✓ T. checks answers. T. gives SS. more questions.
✓ SS. answer. T. checks.
Got more synonyms.
Active Participation.
Objectives:
By the end of this lesson, students are expected to be able to:
1. Extend the new vocabulary.
2. Read the paragraphs correctly and accurately.
resist, modified foods, pests, seeds, starvation New Vocabulary:
not everybody, is also sure, there are, also concerns New Structure:
skimming, silent reading, scanning, vocabulary New functions:
orally. : revising some words Prerequisites
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
.7 Unit: Day Tues.
.2 Period: Date Jan.th 29
.Morning Shift: Class 11/3
143
Objectives:
By the end of this lesson, students are expected to be able to:
1. Use future continuous accurately.
2. Distinguishing between simple future and continuous.
ely, highly a head, just, wid New Vocabulary:
future simple, future continuous New Structure:
Grammar, future simple tenses New functions:
: related tenses, future simple and continuous Prerequisites
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
.7 Unit: Day Wed.
.2 Period: Date Jan.th 30
.Morning Shift: Class 11/3
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
Assignment:
Teacher's
comments
Salutation. T. asks ss orally to say some sentences in future.
❖ Skill (using future tenses) T.S organising
✓ T. clarifies the use of future simple and future continuous.
✓ SS. give more examples and T. checks.
✓ T. asks ss to produce more about future simple.
✓ T. checks the sentences orally.
❖ Skill (utilising C. future). T.S interaction.
✓ T. explains to ss. how can they distinguish between future S. & C.
✓ T. gives more related examples.
✓ T. checks answers.
✓ T. gives more activities to be answered.
T. asks ss. to do the worksheet.
Active Participation.
144
145
Unit: 7 . Day Sat.
Period: 3 . Date 2nd Feb.
Shift: Morning . Class 11/3
Objectives: By the end of this lesson, students are expected to be able to:
1. Utilise the future perfect correctly.
2. Distinguish between future C. & P.
……. New Vocabulary:
future continuous, future perfect New Structure:
Grammar, future tenses, F.C., F.P. New functions:
-: Prerequisites
A.V.M: Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
Assignment:
Rounding up:
Teacher's
comments
Salutation. T asks SS. about their future plans.
❖ Skill (Utilising F. C.) T.S interaction.
✓ T. clarifies the future perfect to SS. and gives many examples.
✓ SS. give more examples about F. C. and P.
✓ T. checks their answers.
❖ Skill (using future perfect) S.S interaction.
✓ T. asks ss. to use future continuous in correct context.
✓ T. asks ss. to give F. P. sentences.
✓ SS. answer the exercises.
✓ T. checks ss. answers.
T. asks ss. to write three sentences to describe what they want to be in
the future.
SS. watch a video about future perfect and continuous.
146
How do we form this tense?
The future perfect =
Why do we use this tense?
We use the future perfect to express an action that will be complete (done) at
a particular point of the future or when an action will happen or even before.
(=By)
Some time expressions used with this tense are:
By 1015, By the end of this year, ………………………………….…..
By (next) June, ……………………………………………………..…..
By this time next year, ………………………………………. …….….
By the time you arrive, ……………………………………….…….….
Within two months’s time, ……………………………………....…….
Examples:
Put the verbs between brackets in the future perfect tense.
1. By this time next month, they (build) …………………………… this
Mosque.
2. It is expected that scientists (find) …………………………………… a
cure to AIDS
Active Participation.
verba of iciplepast part+ Will have foundwill have Find –: Ex
edfinishwill have Finish –
to a new house will have moved, we By the end of this month 1)
an end to illiteracy will have put, Morocco By 2025 )2
English for four years. will have studied, I By the end of this school year )3
the door. will have painted, I from work e backcomyou By the time )4
. within two years' timemy research paper will have doneI )5
147
3. I (memorize) …………………………………… the Holy Qur’an
within two year’s time.
4. By next Monday, I (learn) ……………………… all the common
irregular verbs by heart.
5. Some people say that by 2015, the US dollar (collapse)
……………………… become valueless
6. The Arabic teacher: Where is your textbook, Amine?
Amine: I’m really sorry, teacher! I have not yet bought it. But I
promise: by next Monday, I (buy) ……………………… it.
8. Some people say that by 2022, Palestine (become)
………………………… free from the Zionist occupation
1. By this time next month, they (will have built) this Mosque.
2. It is expected that scientists (will have found) a cure to AIDS
) the Holy Qur’an within two years' time. will have memorizedI ( 3.
4. By next Monday, I (will have learnt) all the common irregular verbs by heart.
5. Some people say that by 2015, the US dollar (will have collapsed) become valueless
Where is your textbook, Amine? The Arabic teacher: 6.
will have by next Monday, I ( promise I’m really sorry, teacher! I have not yet bought it. But I Amine:
bought) it.
8. Some people say that by 2022, Palestine (will have become) free from the Zionist occupation.
148
Objectives:
By the end of this lesson, students are expected to be able to:
1. Use future perfect
2. Utilize adjective phrase correctly and accurately.
coloured, fully qualified-highly praised, well educated, brightly New Vocabulary:
will be playing, will have played New Structure:
ocabulary, developmentgrammar, v New functions:
: using adjectives and adverbs correctly Prerequisites
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
:Rounding up
Teacher's
ntscomme
Formulating correct & accurate sentences including adjectives.
❖ Skill (using future continuous). T.S interaction.
✓ T. explains the grammar rule accurately to the SS. and T. gives
example.
✓ SS. give and produce more examples.
✓ T. asks students to answer the exercise.
✓ T. checks the answer.
❖ Skill (utilizing future perfect). T.S interaction.
✓ T. clarifies how adjectives and adverb can be used in sentences.
✓ Ss. generate more examples including adjectives and adverbs.
✓ SS. answer exercises. T. checks.
✓ T. asks students to rewrite sentences correctly.
Playing a game.
Active Participation.
. 7 Unit: Day Mon.
. 4 Period: Date feb.th4
. Morning :Shift Class 11/3
149
Objectives: By the end of this lesson, students are expected to be able to:
1. Expand new vocabulary.
2. Scan the text accurately.
recipe, stir, pastry, yolk, tart, tasty, pour New Vocabulary:
scanning, skimming, vocabulary development New Structure:
reading and scanning, vocabulary developing New functions:
: revising favourite meals and foods. sPrerequisite
A.V.M:
Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song, Worksheet, Video
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
Assignment:
Rounding up:
Teacher's
comments
T. discusses related ideas about food ingredients.
❖ Skill (Producing new vocabs, eliciting meaning)
T.S interaction.
✓ T. presents the new vocabulary to SS and pronounce them three
items.
✓ SS. pronounce individually and chorally.
✓ SS. elicit the meanings through many strategies such synonyms
and opposites and acting.
❖ Skill (scanning, skimming). S.S interaction.
✓ T. asks SS. to discuss the questions in advance with SS. to
achieve purposeful reading.
✓ SS. scan the text and answer the questions in details.
✓ SS. answer. T. checks answer.
.7 Unit: Day Tues.
.6 –5 Period: Date Feb.th 5
.Morning Shift: Class 11/3
150
. 7 Unit: Day Thurs.
. 6 Period: Date .Febth 7
. Morning :Shift Class 11/3
Objectives: By the end of this lesson, students are expected to be able to:
1. Extend the new vocabulary. 2. Scan the reading text accurately and correctly.
vital, enable, according to, biologist, complex, New Vocabulary:
random
being fish, all makes them, especially, making an tructure:New S
……
scanning, skimming, vocabulary development New functions:
related ideas about different animals you know :Prerequisites
A.V.M: Smartboard, LCD, Speakers, Student’s book, Whiteboard, Song,
Worksheet, Video
Choose and complete.
Playing a game.
Active Participation.
151
Steps Procedures
Warming up:
Presentation:
Activity 1
Activity 2
Assignment:
Rounding up:
Teacher's
comments
T. asks SS. about animals they already know.
❖ Skill (pronouncing the words) T.S interaction.
✓ T. presents the new vocabulary to ss by pronouncing them three items.
✓ SS. elicit the meanings through many strategies such as realia, photos,
pictures, meanings and opposites.
❖ Skill (scanning, skimming) Pari Work
✓ T. gives some questions in advance.
✓ SS. discuss them with T.
✓ SS. answer more questions.
✓ T. Checks' SS. answers.
Doing ex. 4
Using remote control to figure out the button's functions.
Active Participation.
152
Appendix (5)
List of Referees
No. Name
Institution
1. Prof Abed Al Moatee AL- Agha Islamic University
2. Prof. Awad Kishta Islamic University
3. Dr. Muhammad Alhaj Ahmad Islamic University
4. Dr. Mahmoud Altarabeen Islamic University
5. Dr. Ayman Abu Alenien Al Aqsa University
6. Dr. Raafat Abu Ghali Al Aqsa University
7. Dr. Mahmoud Al-Hirtani Al Aqsa University
8. Dr. Abdullah Al Assar Al Aqsa University
9. Mr. Wahby El subakhy Ministry of Education
10. Mrs. Najat Nasser Ministry of Education
11. Mr. Yahia Al Agha Ministry of Education
12. Mr. Riyad Al Farra Ministry of Education
13. Mrs. Rola Alfarra Ministry of Education
14. Mr. Majed Salah Ministry of Education
15. Mr. Haider Abu Shawish Ministry of Education
16. Mr. Abd Al Nasser Al Farra Ministry of Education
17. Mr. Mousa Abu Laban Ministry of Education
18. Mr. Eyad Al laham Ministry of Education
19. Mr. Muhammad Abu Shammala Ministry of Education
20. Mahmoud Al Najjar Ministry of Education
21. Mr. Ashraf Behairi Ministry of Education
22. Mr. Mazen Qishta Ministry of Education
153
Appendix )6) Permission to apply the experiment
154
Appendix (7)
Photos of the experiment
155