The effect of using Professional Learning Community (PLC) to enhance the Faculty of Education, English Department student-teachers' oral performance
[Abstract] | |
Type | Article |
Author | Alafifi, Alaa Osama Aboulhadeed. Department of EFL Curricula and instructions, Faculty of Education, Ainshams University |
Varying form of title |
فاعلية استخدام مجتمع التعلم المهني في تنمية الأداء الشفوي لدى الطلاب المعلمين بقسم اللغة الإنجليزية بكلية التربية [مقال] |
Pages | pp. 15-36 |
Host Item Entry |
Journal of Faculty of Education for Educational Sciences. Vol. 44, no. 3, 2020
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Electronic Location | Full text (PDF) |
Descriptors | Vocational education - Performance tests - Verbal learning - Student teacher ratio - English - Modern language instruction |
Language of document | English |
Country | Egypt |
The study aimed to examine the effect of using professional community of learning (PLC) to enhance the faculty of education English department student-teachers' oral performance. The study begins with a review of literature and previous studies dealing with professional learning community (PLC) and oral performance. The researcher prepared a list of oral performance components as a guide for the design of the instruments. The researcher also designed a pre/post oral performance test and a rubric. The researcher designed the proposed program. Then, she nominated a random group of the second-year student-teachers in the faculty of education, English department (n= 30) to participate in the study and get involved in its activities. The participants were submitted to a pre and posttest. Then, the results were analyzed both quantitatively and qualitatively. The results showed that professional community of learning (PLC) was highly effective in enhancing student-teachers' oral performance. (Published abstract)
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Alafifi, Alaa Osama Aboulhadeed. (2020). The effect of using Professional Learning Community (PLC) to enhance the Faculty of Education, English Department student-teachers' oral performance . Journal of Faculty of Education for Educational Sciences. Vol. 44, no. 3, 2020. pp. 15-36 Retrieved from search.shamaa.org |