أثر استراتيجيّة التفكير بصوت مرتفع في تحسين مهارات الاشتقاق الصّرْفِيّ في مادّة اللغة العربيّة لدى طلبة الصّفّ العاشر الأساسيّ في الأُردْنّ

Afaf Hamed  Yousef

doi:10.35516/edu.v50i2.487

Authors

Afaf Hamed Yousef وزارة التربية والتعليم، الأردنّ https://orcid.org/0009-0000-7726-5291

DOI:

https://doi.org/10.35516/edu.v50i2.487

Keywords:

Thinking aloud strategy, morphological derivation skills, Arabic Language

Abstract

Objectives: This study aimed to investigate the effect of the Thinking Aloud Strategy on improving morphological derivation skills among tenth-grade students in Jordan.

Methods: The study adopted a quasi-experimental method based on data collection and statistical analysis. The study included 57 students from the tenth grade who were selected using the availability method at King Abdullah II School of Excellence in Irbid. At the beginning of the academic year (2021/2022), the students were divided into two sections. One section was randomly assigned as the experimental group, consisting of 29 students who were taught using the Thinking Aloud Strategy. The other section served as the control group, consisting of 28 students, who were taught using the usual teaching method. To assess the students' performance in morphological derivation skills, the researcher prepared a test with 50 items distributed across two levels: distinguishing between derivations in the Arabic language and correct morphological formulation, with each level represented by 25 test items.

Results: The findings of the study revealed a significant statistical difference in the two skills of morphological derivation (distinguishing between derivatives and correct morphological formulation) individually and collectively, favoring the experimental group in terms of performance.

Conclusions: The study recommends the implementation of the Thinking Aloud Strategy in teaching morphological derivation skills in the Arabic Language to tenth-grade students.

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