The Effect of Handwriting on Developing Kurdish Undergraduate EFL Students’ Descriptive Paragraph Writing

Almas Nasradeen Abdulrahman; Chalak Ali Mohammed Ameen; Khelan Mohammed Salih Mahmood

doi:10.21271/zjhs.30.SpB.38

المؤلفون

Almas Nasradeen Abdulrahman English Department, College of Education, Charmo University, Kurdistan Region, Iraq
Chalak Ali Mohammed Ameen English Department, College of Education, Charmo University, Kurdistan Region, Iraq
Khelan Mohammed Salih Mahmood English Department, College of Education, Charmo University, Kurdistan Region, Iraq

DOI:

https://doi.org/10.21271/zjhs.30.SpB.38

الكلمات المفتاحية:

Handwriting, Descriptive Paragraph, Writing Performance, Autonomy, EFL Students

الملخص

المستلخص

تُعدّ مهارة الكتابة من أهم المهارات التي يحتاجها طلبة اللغة الإنكليزية كلغة أجنبية للتواصل في المجال الأكاديمي وفي حياتهم المهنية المستقبلية. ومع ذلك، يعتبر العديد من الباحثين في مجال التعليم والتعلّم أن الكتابة مهارة يصعب اتقانها. تهدف هذه الدراسة إلى الكشف عن أثر استخدام تقنية الكتابة اليدوية (إعادة الكتابة) في تطوير مهارة كتابة الفقرة الوصفية لدى طلبة اللغة الإنكليزية في كوردستان. تضمنت عينة الدراسة (66) طالبًا، قتم تقسيمهم إلى مجموعتين متساويتين (33) طالبًا في كل مجموعة. فجرى تعيين المجموعة الأولى كمجموعة ضابطة تم تدريسها بالطريقة التقليدية، بينما عُيّنت المجموعة الثانية كمجموعة تجريبية، طُلب من طلابها بالإضافة إلى محتوى المقرر، كتابة مواد إضافية يدويًا مثل مقاطع الفهم القرائي والقصص القصيرة كواجبات منزلية. استخدمت منهجية البحث المختلط لغرض جمع البيانات المطلوبة، وذلك من خلال اختبارات قبليّة وبعديّة، بالإضافة إلى مقابلة جماعية مركّزة. كما استُخدمت الإحصاءات الوصفية والاستدلالية لتحليل البيانات باستخدام برنامج الحزمة الإحصائية للعلوم الاجتماعية (SPSS) ،أمّا نتائج المقابلة الجماعية فقد تم تحليلها موضوعيًا. أظهرت نتائج الاختبارات بوضوح أنه بنهاية الفصل الدراسي، تفوق طلاب المجموعة التجريبية على نظرائهم في المجموعة الضابطة في كتابة الفقرات الوصف حيث كانت قيمة الاحتمال (p. value .000) علاوة على ذلك، دعمت نتائج المقابلة الجماعية نتائج الاختبار البَعدي وأكدت الأثر الإيجابي لإدماج الكتابة اليدوية في تحسين أداء طلبة اللغة الإنكليزية في كتابة الفقرات الوصفية. كما أشارت نتائج المقابلة إلى أن إدماج الكتابة اليدوية أسهم في تعزيز استقلالية الطلبة واعتمادهم على الذات في الكتابة.

الكلمات المفتاحية: الكتابة اليدوية، الفقرة الوصفية، أداء الكتابة، الاستقلالية، طلبة اللغة الإنكليزية كلغة أجنبية.

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