شبكة المعلومات العربية التربوية

هدفت الدّراسة الحاليّة إلى التّعرّف على أثر تطبيقين رقميين تفاعليين في تنمية الطلاقة اللغوية في مرحلة رياض الأطفال، واختير المنهج شبه التّجريبيّ لإجراء الدراسة والإجابة عن فرضياتها، حيث أنه الأنسب لتحقيق أهداف الدراسة، وتكّون أفراد الدارسة من طلبة روضة في العاصمة عمان في المرحلة التمهيدي (KG2)، والبالغ عددهم (40) طالبًة وطالبًا، حيث تمّ اختيارهم بطريقة قصديّة، مكونة من شعبتين دراسيتين ودرّس طلبة المجموعة التجريبيبة الأولى الشعبة الأولى المكونة من (20) طالب باستخدام تطبيق الهدهد، ودرّست المجموعة الثانية في الشعبة الثانية المكونة من (20) طالباً باستخدام (Articulate). وتم تعيين المعالجة بشكل عشوائي. ولتحقيق هدف الدّراسة تمّ تطوّر أداةٍ لقياس الطلاقة اللغوية في مرحلة الطفولة، وتمّ التّأكّد من صدقها وثباتها. (ملخص المؤلف)

The current study aimed to identify the impact of digital content applications on the development of language fluency in the kindergarten stage, and the semi-experimental approach was chosen to conduct the study and answer its hypotheses, as it is most appropriate to achieve the objectives of the study. The students of the first experimental group, consisting of (20) students, were taught using the Hoopoe application, and the second group was taught in the second division, consisting of (20) students, using (Articulate). Treatment was assigned randomly. To achieve the aim of the study, a tool was developed to measure language fluency in childhood, and its validity and reliability were confirmed. The results of the study showed that there are apparent differences in the arithmetic means between the students who studied using (Articulate) and those who studied using the Hoopoe application, and that there are statistically significant differences at the significance level (α ≤ 0.05) between the mean scores of kindergarten students on the language fluency test in favor of The method of teaching using the Hoopoe application, as well as the results showed that there are apparent differences between the average marks of males and females for students who studied using (Articulate), and the results of the study showed that there were no statistically significant differences at the significance level (α≤0.05) between the average marks of students who studied using (Articulate). (Articulate) is attributed to sex, and there are no statistically significant differences at the significance level (α≤0.05) between the mean scores of students who studied using the Hoopoe application due to sex. That is, there are no differences between males and females in achieving language fluency skills. Based on the results, the following was recommended: Benefiting from the application of Hoopoe in the kindergarten stage to develop all language skills among students, and urging officials to take advantage of the application of Hoopoe and provide it to educational institutions at a lower cost, because of its clear advantages in mastering Arabic language skills. (Author’s abstract)