ÒÑ©àdGAGOC’GÚ°ù–‘ ܃°SÉ GΩGóîà°SGôKCG .2009 ¢SQÉe 1 Oó©dG 10 ó∏éŸG

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Transcript of ÒÑ©àdGAGOC’GÚ°ù–‘ ܃°SÉ GΩGóîà°SGôKCG .2009 ¢SQÉe 1 Oó©dG 10 ó∏éŸG

  • 145

    dGh jHdG dG 20

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    S GM Le .CG

    d jfdG dG SQe

    OQCG - G

    dG AGOCG SG GSG KCG

    OQCG fdG hCG dG W id HdG

    fOM jP jOCG .O

    jQdGh gG b

    dG BG eL - jHdG dG c

  • 2009

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    G

    HdG dG AGOCG SG GSG KCG ae EG SGQdG g ag

    .OQCG fdG hCG dG W id

    HOCG fdG hCG dG W e dWh kdW (59) e SGQdG Y fJh

    UdG Q eSG j :Y EG dG bh ,kFGY GhNG

    H bQdGh dG eSG HVh ,dWh kdW (28) gOYh dG Ve Hc

    H DadGh ,dG Kh ,QNG K e cCdG h ,dWh kdW (31) gOY

    :SGQdG Ff XCGh .YG

    iJ HdG dG AGOCG Y dG eY H FMEG dO GP ha OLh .1

    FMEG dO GP ha OLh Yh ,jdG YG ddh jQdG jd

    .G iJ

    YG ddh Gh jdG H Yd iJ FMEG dO GP ha OLh .2

    fEGh QcdG Y hdG hJ H ,QcdG dd hdG fch ,jdG

    .FdG AV UdG e Y EG SGQdG N bh.HdG YG

    dG J jQJh ge ,HdG dG ,dG AGOCG ,SG :MG dG

    .HdG

    2008/2/11 :d db jQJ * 2007/4/2 :dG J jQJ *

    S GM Le .CG

    d jfdG dG SQe

    OQCG - G

    HdG dG AGOCG SG GSG KCG

    OQCG fdG hCG dG W id

    fOM jP jOCG .O

    jQdGh gG b

    dG BG eL - jHdG dG c

    S Le .CG ,fOM jOCG.O AGOCG SG GSG KCG

  • 2009

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    dGh jHdG dG

    Abstract

    This study aimed at identifying the effect of using the computer for improving students writing skill performance of the first secondary grade inJordan. The sample which was randomly chosen consisted of 59 first secondarygrade students (literary stream). The sample was divided into two groups: an experimental group (n=28) which used the word Processor program to write a composition, and a control group (n=31) which used pencil and paper to write the same composition. The reliability of the procedures of test and the method was checked .

    The results of the study revealed significant statistical differences attributedto the teaching method in favor of the experimental group, and revealed no significant statistical differences attributed to sex. Interaction of method andsex revealed significant statistical differences in favor of the experimentalgroup and the male students whereas the differences were equal for male and female students in the control group.

    The study was concluded with some recommendations in the light of the results.

    Key words: using computer, writing skill, writing performance, curriculum and instruction, Arabic language teaching.

    The Effect of Using the Computer in Enhancing the Writing Performance for the of First Secondary Graders in Jordan

    Marji H. AL-HershAL-Nahda School for Boyes

    AL-Mafraq- Jordan

    Dr. Adeeb T. HamadanahCollege of Education Sciences

    AL al-Bayt University

  • 2009

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    148

    eG

    edG eG UH dG gCG Jh ,WEG Y dG ha gCG e dG

    UdG fc GPEGh ,adGh jdG IOH QdG OhJ dG fc GPEa .hdG

    ,CG Y dGh dG d Sh jdG YGdG fc GPEGh ,HOCG Ihd ke

    g jZ dG Ea ;kU kSQ hGh dG Sd Sh AeEG c GPEGh

    ,ddGh ddG ;2003 ,IeGGh QTY) FSdG g gh , hdG

    .(1998

    gP Y EG g e AfEa ,dG eh AfEG e H jdG jh

    Davidson) GHEGh G Y jh ,(Murau, 1993) dGh HdG jZ FGOCGj dN j M ;fEG d Cj hCG Oa c JGj Ggh ,(& Wrosham, 1992Q`U e IQ`U N ReQ EG JdG id IOG gdG QdGh Gh QaCG

    FH Y AfEGh ,(Fearnan, Lapp & Flood, 1990) IKDG HdG `dGGg jh ,(Rabkin & Smith, 1993) ,iG hCG dH e J e AGS cGJ bN W GP HdG YCG CG (Zamel, 1992) eGR GJ e e AfEG dB dG.HdG QGe G hCG Vd hdG Mh ,G Yh ,gdG YEG YJ

    JG bGG LGe dG Y kGQOb kffEG f CG g AfEG SQO e VdGh

    ,e jh edG hCG QdG a AGOCG S ,gdG U ,IdG VGh kGJ

    .(2004 ,FGdG) AfEG c e kT cCG dG c Ea Yh

    J fGG gCG e jh ,UG JGQe d XdGh YGHEG YH dG EG

    ,Y) ,cdG eSh GOH G YGdG a J dG G H gh ,dG

    JEG a S jH HdG d dG SQ EG dG g e .(1996

    dh ,eh H edG Zjh ,jd dG j CG fCT e eCG Jh JGQ

    dG FSdGh ,aGdGh ,IOG :g UY KK aGJ e H QaCG Y ddG j

    S Le .CG ,fOM jOCG.O AGOCG SG GSG KCG

    S GM Le .CG

    d jfdG dG SQe

    OQCG - G

    HdG dG AGOCG SG GSG KCG

    OQCG fdG hCG dG W id

    fOM jP jOCG .O

    jQdGh gG b

    dG BG eL - jHdG dG c

  • 2009

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    149

    dGh jHdG dG

    .(1980 ,dG) T aCGh IQU MCG Y IdG GNE

    dG Ve Hc CG jT CG b CG jf fc AGS YGfCG H HdG EG

    dBG hCG ,bQdGh dG :e HdG e ddG M GhOCG Y aGJ e d H

    bQdGh dG GSG CG hG eh .(Word Processor) UdG Q hCG ,JdGSQGG YH J GJ dGh ,dG e kSG cCGh FdG dSCG e

    .UG Lh Y OQCG h ,eY HdG WdG ie Y

    J EG JdG YJ Ic kHSCG g CG (Chandler, 1992) dfL cP bhgG eN SG Xh eY fCG cPh ,iNCG IGOCG e Hc IGOCG GSG

    ZCG UN H dGh ,Y H Jh dG LJ SGQdG OGGh

    dBGh bQdGh dG) jdG GhOCG e kH UdG Q GSG Y dG hO

    AGLEGh ,Yfh G M dG :e IjY J e ej ,(JdG

    hCG G hCG dG EG LG hO Aj bh CG jQhdG dGh jdG

    . fK Ie HdG IOYEG M

    kFGO IaGe Sh Gj bQdGh dG CG (Petrosky, 1990) ShH cPhfe Sh da .dP Zh SGh eSdGh Gh Gh jd

    He IGOCG H a ,fK Ie M Cj hCG j bh ,T hCG gQKBG e

    fhG H dG e c j BGh ,fheh dH Yf h ,HdG

    IOY J bQda ,HG dG jJ Rj dG UdG Q GSH ddGh

    jH TdG Y j UdG Y G dG dh ,HG UdG Y

    .NCdG hCG dG hCG dG hCG H jJ G Y j CG Y

    J CG UdG Q HdG CG (Bacing, 1991) H cjhj CGh ,HdG G d SdG HdG TCG d ,ddG J da

    CG (Chandler, 1993) dfL ijh .SGQdG IM d HdG d ka kYOHfGh QaCG J SCG g UdG Q YdG CG ij dG H

    SG CG (Paddison, 1995) jOH cPh .a ZG dG EG ODJhfd m eh ,fh FeEG beh ,QaCd dc dG kjM j UCG

    feEGh IjL Hc H dd `aj CG UdG Qa ,ANCG EG

    .dG d Z jQJ Uah

    j eY ,iNCG GQG c a J dG IQG g HdG IQe Jh

    dG YGb bGe kjCG Yh ,FQb EG dSQ j CG Y ,e Ve Hc G e

    Jh bJ eY Y j QWEG V dP c Vhh ,AeEGh GOGh

  • 2009

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    150 Spelling) AeEG be eh ,UdG e eGH J CG h ,Ujh ,kHe kf dG AYEG dP Oeh ,HdG IQe J LCG e (CheckerH aM kf hCG ,ec Z kGQGM hCG kf dP j bh ,e jH J dEG

    ,dG Gg jJ dG e j PEG ,J EG LH eH dG j bh ,a aCG

    jJ J dG eGdG e dP Zh ,jQ dSQ EG j jh dSQ AYEG hCG

    b NCG (Cut & Paste) dh b eCG GSH ka ,dd jQa LGQMh NOEG J GSH h ,jL f dCd iNCG Kh EG fh f e

    Y dG kjCG h ,dH aMh f hCG c NOEG (Insertion & Deletion)AL g e (2002 ,VG) e AL hCG kec dG jJh IQY hCG c

    LCG e ,HdG dG AGOCG SG GSG KCG ae dh SGQdG g

    jQJ dSCGh ge jJ j dP d ,IOG g dG ie aQ

    .e Me HdG dG

    jQJ SG GSG dhJ dGh MdG VSG dG SGQdG eh

    e jW a EG ag jeCG (Kaplan, 1986) Hc gGLCG SGQO :dGd iNCG W K a EG aVEH ,dG e LdJh jdG cGdG

    Treatmat methods in intensive cG dG e jW :gh ,G dG,dG e LdJ GSH jdG jdGh ,bQdGh dG GSH revisione Fe W KK Y HdG Wh ,bQdGh dG GSH jdG jdGh

    GSG CG FdG XCG M ;G dG Ya QN Gg eG dG

    ,dG W IOjR da cCG ke dG e LdJh cGdG e jW

    e jW d G jdG f HdG dG AGOCG Yf h

    .dG e LdJh cGdG

    fQe EG ag SGQO jeCG (Seawel et al., 1994) hNBGh S iLCGhddG dG W gG ,jhdG HdGh ,SG IY dG e KCG

    Ff XCGh ,kdW (14) e SGQdG Y fJh ,HdG Y FGOCGh HGdGh

    ,UdG Q GSG AKCG cCG jh J d ddG dG W e SGQdG

    .(IOG) dhCG jhdG HdG cCG GJ HGdG dG W Y M

    GSG KCG j EG ag SGQO jeCG (Keetley, 1995) c LCG cJ h, (dGh bQdG) jdG jdG e fQe ,dG Hc UdG Q

    YG kdW (11)h ,HdG YG e kdW (12) EG kFGY SGQdG Y

    Q ee b K HH eGh HGdG dG W bh .jdG

    S Le .CG ,fOM jOCG.O AGOCG SG GSG KCG

  • 2009

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    dGh jHdG dG

    SQG jeh G dG e b e dG c J h ,bQdGh dGh UdG

    SG GeSG jdG jdG YG W CG FdG ch .(HS e)

    Jh ,WCG kb Gch ,YCG eY GS HdG UdG Q Hh

    .dGh bQdG GeSG jdG dG e cCG

    M jfdG MG jf W AGQBG ae EG ag SGQO (1999) f iLCG c

    LGGh ,dCdGh ,dG ,dG AfEG Y GSG Y JQe

    dG ej dG CG SGQdG Ff XCGh .AfEG YVe Hc AKCG

    g GSG V e fj dG CGh ,HQe LQH H JG GAGLEGh

    dG Yh ,hCG JG dCdG Y MG a G J ah dG

    .INCG JG

    Word) UdG Q GSG KCG Y dG EG (2000) TdG SGQO agh jdG e fQe dG YV SSCG TdG dG W Hc (ProcessorY bh ,G Gg eGSG f JgG Sbh ,(bQdGh dG) jdG

    HVh ,dG Ve Hc UdG Q eSG j :Y EG SGQdG

    YCG eY S jdG YG CG FdG XCGh ,bQdGh dG eSG

    YCG eY Y fEG Mh ,HdG YG e dG Ve Hc

    dG hP e YCG eY Y JG dG hhP dG Mh ,QcdG e

    .Yd KCG CG QX hH dh ,G

    HSCG GSG H fQG EG ag SGQO (2000) OGeh TdG iLCGh

    ,UdG Q efH GQ ,dG cG OdG dGh hdG dG

    ha OLh :e Ff EG SGQdG UJh ,OQCG H MG Y JQbh

    jdG) UdG Q efH GQ dG cG Se FMEG dO GP

    Se FMEG dO GP ha OLh Yh ,fhdG YG dd (dGh

    QNG dch ,dG QNG UdG Q efH GQ dG MG

    .fhdG YG dd ,c jQNG ha Lh fCG e ,dG

    HdG dG Y e efH KCG ae EG (2002) hdG SGQO ag c

    UJh ,OQCG UdG HJ jje fdG hCG dG dd HdG dG

    iJ HdG dG ddG AGOCG FMEG dO GP ha OLh EG SGQdG

    .jdG YG

    e J efH KCG Y dG EG ag SGQO (2004) ehG iLCGh

    HQG HJ jj SSCG TdG dG W id XdG HdG dG GQe J

  • 2009

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    152LQO Se H FMEG dO GP ha OLh SGQdG Ff XCGh ,fdG

    dd XdG HdG dG QN dG dG SGQdG Y W

    Y dG AGOCG FMEG dO GP ha OLh XCG c ,jdG YG

    AGOCG Y dG efdG KCG EG ij Ggh , XdG HdG dG GQNG

    .jdG YG

    HdG dG JGSG KCG ae EG ag SGQO (2005) G iLCG c

    MG W id dG AGOCGh bdG dG GQe J ,Gh LG ,G

    Ya cCG LG dG JGSG CG SGQdG Ff XCGh ,OQCG jfdG

    AGOCG GQe J h ,d fG OHCGh ,dG JQH bdG dG GQe J

    JGSG CGh ,G dG JGSGh ,G dG JGSG e HdGh dG

    .bdG dG GQe J Ya cCG G dG

    G SGQc jfdG MG hJ H CG HdG SGQdG VY e j

    hJ M (Seawel et al, 1994) SGQOh (2002) hdG SGQOh (2005)MG dhJ SGQO gh (2000) OGeh TdG SGQc eG MG H

    Kaplan,) Hc SGQOh (2000) TdG SGQOh (2004) ehG SGQc SSCGhJ a ,SGQO c dhJ dG jdG Mf e