The Islamic University of Gaza

Deanship of Research and Graduate Studies ‫الجـ ـ ـ ــامعة اإلس ـ ـ ــالمية بغـ ـ ــزة عمادة‬
Faculty of Education ‫البحث العممي والد ارسات العميا‬
Master of Curriculum & Teaching Methods ‫كمي ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ــة التربي ـ ـ ـ ـ ـ ـ ــة‬
‫ماجستير المناهج وط ارئق التدريس‬

The Effect of Utilizing Some Active Learning

Strategies on Developing Tenth Graders'
Listening Comprehension Skills in Gaza

‫تنمية مها ارت‬

‫بعض است ارتيجياتـ التعمم النشط عمي‬ ‫أثر استخدام‬
‫الفهم اإلستماعي لدي طالب الصف العاشر في غزة‬

By

Ihab Husein Madi

Supervised by
Prof. AbdulMouti Al-Agha
Professor of Curriculum and Teaching Methods

A thesis submitted in partial fulfillment of the requirements for the

degree of Master of Education

October, 2018
 ‫إقــــــــــــــ ارر‬

:‫أنا الووقع أدناه هقذم الرسالة التي تحول العنواى‬

The effect of Utilizing Some Active Learning Strategies on Developing

Tenth Graders' Listening Comprehension Skills in Gaza

‫أثر بعض استراتيجيات التعلن النشط على تطوير ههارات االستواع باللغة اإلنجليزية لطالب الصف العاشر في غزة‬

‫ص الطؼبلخ وىل ّأ ٕأ‬

ٍ ُ ‫ ّأى‬،‫ ثبؼزضٌبء هب روذ اإلشبضح َ٘إل ح٘ ضوب ّضز‬،‫س الربص‬ ٕ ‫ص الطؼبلخ ًإوب ُْ ًزبط ِع‬ َ٘ ‫ألط ثأى هب اشزولذ‬
ٍ ُ ‫ػل‬
‫لس ٕأ هؤؼؽخ‬
ٓ ‫ثحض‬ ٌ٘
‫االذطي لل زضعخ ّأ لمت ػلو ّأ‬ ٗ ‫ععء ِهٌب لن ٗمسم هي لجل‬
ٖ ٖ
.‫ؼ ٘وخ ّأ ثحض٘ خ أذ ٓط‬
‫ر ٘ل‬

Declaration

I understand the nature of plagiarism, and I am aware of the University’s policy on

this.
The work provided in this thesis, unless otherwise referenced, is the researcher's own
work, and has not been submitted by others elsewhere for any other degree or
qualification.

Student's name: Ihab Husein Madi :‫اؼن الطبلت‬

Signature: :‫ال ْز ٘لغ‬

Date: /10/2018 :‫الزبضٗ د‬

I
‫نتيجة الحكن‬

‫‪II‬‬
 Abstract

Title: "The Effect of Utilizing Some Active Learning Strategies on

Developing Tenth Graders' Listening Comprehension Skills in Gaza"

The study aimed to identify the effect of some active learning strategies on
developing tenth graders' listening comprehension skills. The researcher used the
quasi experimental design to investigate the effect of utilizing two active learning
strategies based scaffolding approach; reciprocal teaching strategy and checking out
strategy.

To achieve the objectives of the study, the researcher utilized three tools: an
Interview with teachers to collect and pinpoint the required listening skills, a
checklist for identifying listening skills of tenth graders and pre-posttest to pinpoint
the effect of these instructional strategies on developing listening skills. The sample
of the study consisted of (80) students distributed into two groups; an experimental
group that consisted of (40) students and a control group that included (40) students
of tenth graders at Al Doha secondary school at Rafah. The current study used many
statistical tools to analyze data such as means, frequencies, percentages and t-test.
Moreover, the researcher used Pearson correlation to confirm the validity and
reliability.

The results of the study indicated that there were statistically significant
differences between the mean scores of the experimental group and the control group
in favour of the experimental group. The differences were attributed to using of
reciprocal and checking out strategies based on scaffolding approach.

Based on the findings, the researcher recommended English language teachers

to adopt scaffolding approach in teaching English in general and in teaching listening
in particular. Also, he recommended coordinators, supervisors and specialists to hold
training courses to train English language teachers on using the scaffolding approach
and the related active learning strategies.

Keywords: active learning strategies – effect – listening skills – tenth graders.

III
 ‫عنواى الذراسة‬
‫أثر بعض استراتيجيات التعلن النشط علي تطوير ههارات االستواع باللغة االنجليزية لطالب‬
‫الصف العاشر‪ n‬في غزة‪.‬‬
‫الولخص‬
‫ػل ٗ ْ‬
‫رطط‬ ‫اؼزطار٘ ٘غبد الزؼلن الٌشظ ٖ‬ ‫إ ٔل الزؼطف ػ ٔل أصط ثؼض‬ ‫ُ سفذ السضاؼخ‬
‫ٗ‬
‫الزغط ٖج ٘لزم ٔظ أصط‬ ‫ِهبضاد االؼزوبع ثبللغخ االًغ ٘لعٗ خ لطالة الظف الؼبشط ٖف غعح‪ّ .‬اؼزرسم الجبحش ال ٌ ِوظ ش َج‬
‫ػل ٗ‬
‫ًظطخ الؽمبالد‬ ‫اؼزطار٘ ٘غزبى هي اؼزطار٘ ٘غبد الزؼلن الٌشظ المبئوخ ٖ‬
‫الزجبزل ّ اؼزطار٘ ٘غخ االؼزىشبف ‪.‬‬
‫ٖ‬ ‫الز ٘ل‬
‫ؼ ٘وخ ُّوب اؼزطار٘ ٘غخ الزسضٗ ػ‬

‫لزحمك ُأساف السضاؼخ‪ ،‬اؼزرسم الجبحش صالس أ ّزاد ُّٖ‪ :‬الومبثلخ هغ الوؼ ٘لوي للزؼطف‬
‫ّ ٘‬
‫المجل‬
‫الوبضاد ( ِهبضاد االؼزوبع)‪ّ ،‬اؼزرسم االذزجبض ٖ‬ ‫ٗ‬
‫الفطزخ للطالة‪ّ ،‬لبئوخ فحض ِ‬ ‫ػل ِهبضاد االؼزوبع‬
‫ٖ‬
‫ص االؼزطار٘ ٘غبد الزؼ ٘ل ٘وخ ٖ‬
‫ػل ِهبضاد االؼزوبع‪ّ .‬رىًْذ‬ ‫س لزحسٗ س أصط ُ ٍ‬
‫الجؼ ٕ‬
‫ػخ السضاؼخ هي)‪ (08‬طبلت ْهظ ٘ػي ٖال هغ ْوػ ٘زي الوغ ْوػخ الضبثطخ ّرىًْذ هي )‪ (08‬طبلت ّالوغ ْوػخ‬
‫ٌ٘‬
‫ٗ‬
‫الزغطج٘ خ ّثزىْى هي )‪ (08‬طبلت هي الطالة الصوْض ٖف هسضؼخ السّحخ‬
‫ّ اؼزرسهذ السضاؼخ ٗأضبً الؼسٗ س هي ْالؼبئل االحظب٘ئ خ لزح ٘لل الج٘ بًبد‬ ‫الضٗ ًْبخ ثو ٌٗسخ ضفح‪.‬‬
‫الوزؼطبد ّالزىطاض اد ّالٌؽت ال و ْٗئخ ّاذزجبض )‪ّ )t‬هطثغ ٗإزب ٘لمبغ حغن األص ط‪ّ ،‬وص له اؼزرس م‬ ‫هضل ْ‬
‫الجبحش هؼبهل اضرجبط ٘ثط ْؼى ّوْ زض ‪ّ 12‬الزغعئخ الٌظ ٘فخ ّألفب وطًّجبخ للزأوس هي الظسق ّالضجبد‪ّ .‬أشبضد ًزبئظ‬
‫زغط ٘جخ لظبلح الوغ وْ ػخ ال ٗ‬
‫زغط ٘جخ‬ ‫ٗ‬ ‫السضاؼخ إ ٔل أى ٌُبن فطّق ش اد زاللخ إحظ ب٘ئ خ ٘ثي الوغ ْوػخ الضبثطخ ّال‬
‫إل اؼزرسام اؼزطار٘ ٘غبد الزؼلن الٌشظ (اؼزط ار٘ ٘غخ الزسضٗ ػ الزج ٖ‬
‫بزل ّاالؼزمظ ب٘ئ خ‬ ‫ؼ ٔ‬ ‫٘حش أى ّ‬
‫الفطق وبًذ ر ٕع‬
‫ػل ٗ‬
‫ًظطخ‬ ‫المبئوخ ٖ‬
‫الؽمبالد‪).‬‬

‫الزجبزل‬
‫ٖ‬ ‫ػل ًزبئظ السضاؼخ ّأ ٔط الجبحش ثز ٌٖج اؼزطار٘ ٘غبد الزسضٗ ػ‬ ‫ٌثبء ٖ‬
‫ًظطخ الؽمبالد ٖف رسضٗ ػ اللغخ االً ٘غلعٗ خ ثشىل ػبم ّٖف رسضٗ ػ ِهبضاد االؼزوب ع‬ ‫ّ االؼزمظب٘ئ خ المبئوخ ٖػل ٗ‬

‫رسض ج٘ خ ٗ‬
‫لزسض ت‬ ‫ثشىل ذبص‪ ،‬ػالّح ػ ٖل شله ّأ ٖط ٗأضبً الجبحش الوشط ٘في ّاإلذظب٘٘ئ ي ّال ٌوؽ ٘مي ٗ٘ ْ‬
‫الزطثي ثؼمس ّزض اد ٗ‬
‫ص االؼزطار٘ ٘غبد‬
‫ػل اؼزرسام ُ ٍ‬‫الوؼ ٘لوي ٖ‬
‫ػل ٗ‬
‫ًظطخ الؽمبالد‪.‬‬ ‫المبئوخ ٖ‬

‫‪IV‬‬
 ‫ﳑ‬ ‫ﳐ‬
‫ﳎ‬ ‫ﳍ‬ ‫ﭧﭨ‬
‫ﳒ‬
‫ﳏ‬

‫] النساء[‪:113‬‬

‫‪V‬‬
 Dedication

To my father, the candle that enlightens my way towards success, and left
fingerprints of grace on our lives.

To my mother, for her endless support and selflessness.

To my wife, for always being there for me, for her kindness and devotion.

To my sons, daughters, brothers sisters and my sincere friends, for their love.

To the souls of martyrs, who sacrificed their lives for Al-Aqsa Mosque and Palestine.

VI
 Acknowledgment

I would like to thank Allah deeply for supporting and helping me to finish this
thesis. All praise must be extended to Allah for helping me to write this research. It
would not have been possible to accomplish this thesis without His Grace.

I would like to express my gratitude to many people who contributed greatly to

this thesis:

All appreciation goes to my supervisor prof. AbdulMouti Al-Agah, who has

guided me to achieve success in my research.

His guidance, patience, valuable comments, endless support and great

experience offered me great help in hard times. His constant support helped me a lot
in maintaining my confidence to accomplish my thesis.

My gratitude is also addressed to Prof. Awad Qeshta for helping me in

choosing the title of this thesis ,and who has guided me to achieve success in my
research.

My gratitude and sincere thanks are extended to Dr. Ayman Abu Eleneine for
his support, advice and encouragement throughout this study; I am also grateful for
his constant reminders. It is really a great chance to acknowledge and extend my
gratitude and appreciation for supports and helped me to finish this study and get it
done in its recent form. In fact, I am deeply indebted to his thoughtful remarks and
strong enthusiasm for the study.

My appreciation is paid to the referees' committee, who guided and enriched

the study. Their suggestions helped me in modifying the instruments of my study.
My gratitude is deeply paid to Mr. Abdul Nasser Al-Fara who helped me in the
implementation this experimental. Moreover, special thanks are due to the students
of both groups and their parents for their patience and tolerance.

Finally, I reiterate my cordial acknowledgement and high appreciation to those

who helped me in this study. My thanks and gratitude will go with you forever as we
continue our educational journey.

Ihab Madi

VI
 List of Contents

DECLARATION0.........................................................................................................I
‫ً٘زغخ الحىن‬ II
ABSTRACT................................................................................................................III
‫الولرض‬ IV
DEDICATION............................................................................................................VI
ACKNOWLEDGMENT...........................................................................................VII
LIST OF CONTENTS.............................................................................................VIII
LIST OF TABLES......................................................................................................XI
LIST OF FIGURES...................................................................................................XII
LIST OF APPENDIXES..........................................................................................XIII
LIST OF ABBREVIATIONS..................................................................................XIV
CHAPTER ONE STUDY BACKGROUND............................................................2
1.1 INTRODUCTION.....................................................................................................2
1.3 STATEMENT OF PROBLEM....................................................................................4
1.4 RESEARCH QUESTIONS.........................................................................................5
1.5 RESEARCH HYPOTHESES......................................................................................5
1.6 SIGNIFICANCE OF THE STUDY..............................................................................5
1.7 PURPOSE OF THE STUDY.......................................................................................6
1.8 DELIMITATIONS OF STUDY.................................................................................6
1.9 DEFINITION OF TERMS.........................................................................................6
CHAPTER TWO LITERATURE REVIEW........................................................10
2.1 INTRODUCTION....................................................................................................10
2.2 SECTION (A): THEORETICAL FRAMEWORK..........................................................10
2.2.1 LISTENING......................................................................................................10
1. LISTENING DEFINITIONS ?....................................................................................10
2.NATURE OF LISTENING AS A SKILL.......................................................................11
3. LISTENING PROCESS.............................................................................................11
4. FACTORS INFLUENCING LISTENING COMPREHENSION PROCESS............................12
5. TYPES OF LISTENING............................................................................................13
6. PROBLEMS OF LISTENING COMPREHENSION........................................................14
7. CONDITIONS OF LISTENING COMPREHENSION.....................................................16
8. APPROACHES OF LISTENING.................................................................................17
9 LISTENING STRATEGIES.........................................................................................18

VI
 2.3 ACTIVE LEARNING STRATEGIES..........................................................................22
2.3.1 ACTIVE LEARNING DEFINITIONS......................................................................22
2.3.2 PRINCIPLES OF ACTIVE LEARNING STRATEGIES..............................................24
2.3.3 BENEFITS OF ACTIVE LEARNING STRATEGIES................................................25
2.3.4 RATIONALES OF USING ACTIVE LEARNING STRATEGIES FROM THE
RESEARCHER'S VIEWPOINT ARE................................................................................25
2.3.5 CHALLENGES FACING ACTIVE LEARNING STRATEGIES...................................26
2.3.6 THE ROLE OF INSTRUCTORS IN ACTIVE LEARNING........................................27
2.3.7 ACTIVE LEARNING ACTIVITIES........................................................................28
2.4. SCAFFOLDING STRATEGY..................................................................................29
2.4.1 Scaffolding..................................................................................................29
2.4.2 Theoretical Framework:..............................................................................29
2.4.3 Nature of Scaffolding..................................................................................30
2.4.4 Scaffolding Instruction...............................................................................35
2.4.5 Scaffolding Strategies:................................................................................35
2.4.6 Reciprocal Teaching Strategy.....................................................................36
Summarizing........................................................................................................38
2.4.7 Checking out the Framework:...................................................................41
2.4 SECTION (B): PREVIOUS STUDIES......................................................................44
2.4.1 STUDIES RELATED TO ACTIVE LEARNING.......................................................44
COMMENTS ON THE PREVIOUS STUDIES (A)............................................................48
2.4.2 STUDIES RELATED TO LISTENING SKILLS.......................................................50
COMMENTS ON THE PREVIOUS STUDIES (B)............................................................54
2.4.3 STUDIES RELATED TO USING RECIPROCAL AND CHECKING OUT STRATEGY. .56
COMMENTARY ON THE PREVIOUS STUDIES (C)......................................................61
2.5 HOW THE CURRENT STUDY IS DIFFERENT..........................................................64
CONCLUSION........................................................................................................................................ 64

CHAPTER THREE METHODOLOGY OF STUDY..........................................66

3.1 INTRODUCTION...................................................................................................66
3.2 RESEARCH DESIGN............................................................................................66
3.3 POPULATION OF THE STUDY..............................................................................66
3.4 SAMPLE OF THE STUDY......................................................................................67
3.5 VARIABLES OF THE STUDY................................................................................67
3.6 INSTRUMENTS OF THE STUDY............................................................................67
3.7 A LIST OF LISTENING SKILLS.................................................................................................. 67
3.8 STATISTICAL TREATMENT AND ANALYSIS.........................................................80
3.9 PROCEDURES OF THE STUDY..............................................................................81
CONCLUSION........................................................................................................................................ 81

CHAPTER FOUR RESULTS& DATA ANALYSIS.............................................83

4.1INTRODUCTION....................................................................................................83

IX
 4.2. DATA ANALYSIS................................................................................................83
4.2.1 The Answer of the first question:................................................................83
4.2.2 The Answer of the second question:.........................................................84
4.2.3 The Answer of the third question:..............................................................84
CONCLUSION............................................................................................................92
CHAPTER FIVE FINDINGS AND DISCUSSIONS OF RESULTS AND
RECOMMENDATIONS..........................................................................................94
5.1 INTRODUCTION...................................................................................................94
5.2 DISCUSSION OF THE FINDINGS...........................................................................94
5.2.1 Discussion and interpretation of the first question:....................................94
5.2.2 Discussion and interpretation of the second question:..............................95
5.2.3 Discussion and interpretation of the third question:..................................95
5.3 INTERPRETATION OF THE RESULTS OF THE FIRST HYPOTHESIS..........................95
5.3.1 Interpretation of the results of the second hypothesis:...............................97
CONCLUSION............................................................................................................97
PEDAGOGICAL IMPLICATIONS..................................................................................98
RECOMMENDATIONS................................................................................................98
SUGGESTIONS FOR FURTHER STUDIES.....................................................................99
REFERENCES........................................................................................................101
APPENDIXES.........................................................................................................113

X
 List of Tables

Table (3.1): The distribution of the sample according to gender, qualification,

experience, and age.....................................................................................................67

Table (3.2): Final form of listening skills...................................................................68

Table (3.3): specifications of the test..........................................................................69

Table (3.4): Correlation coefficient of the test items in the six skills.........................70

Table (3.5): Distribution of test questions by skill and field......................................73

Table (3.6): Correlation between the listening skills with the total............................75

Table (3.7): coefficient of difficulty and discrimination for each of the test
paragraphs...................................................................................................................77

Table (3.8): Alpha Correlation Active Learning Strategies........................................78

Table (3.9): Richardson and kuder 21 Active Learning Strategies.............................79

Table (3.10): Statistics difference between the mean scores of pre test of the
experimental group and control group in Active Learning Strategies........................79

Table (4.1): Means, standard deviation, (T) value revealing significance among
experimental and control group on the post test on Active Learning Strategies.......84

Table (4.2): Measuring the effect size........................................................................88

Table (4.3): Means, standard deviation, (t) value revealing significance among
experimental group on pre-post test on Active Learning Strategies..........................89

XI
 List of Figures

Figure (2.1): The Zone of Proximal Development.....................................................30

Figure (2.2): models the gradual removing of responsibility from teacher to student
in managing listening tasks.........................................................................................32

Figure (2.3): The scaffolding approach......................................................................33

Figure (3.1): The Quasi- Experimental Design of the Study (Abu Allam. 2011)......66

XI
 List of Appendixes

Appendix (1) English listening Comprehension Skills checklist for.......................114

"10 Graders"..............................................................................................................114

Appendix (2) Achievement Test..............................................................................116

Appendix (3) Referees' Name and Titles.................................................................119

XI
 List of Abbreviations

EFL English as a foreign language

ESL English as a second language
IS Instructional scaffolding
ZPD Zone of proximal development
SPSS Statistical package for social sciences
TE Teacher education
LC Listening comprehension
RTS Reciprocal teaching strategy
COS checking out strategy

XI
 Chapter One
Background of the study
 Chapter One
Study Background

1.1 Introduction:
English language is a global language and wide spread all over the world.
That’s why it should be given a considerable interest both in teaching and learning it.
Teaching English is considered as the main title for acquiring English language
effectively. As known , English skills are the weight for success of acquiring English
especially listening and reading. Listening and reading skills are regarded as
receptive skills and they are strongly needed for all learners who want to be
professional in English. Thus, listening skills are very important since they are the
base for communicating with speakers of English around the globe.

Listening comprehension is the first skill that pupils acquire. It is the skill of
listening, understanding and responding to speech in foreign language in an
appropriate way. Thus, unless the learner hears accurately and understand correctly,
he or she will not be able to respond adequately (Ali, 2011, p.18).

Similarly, Rost, (2002) defined listening, in its broadest sense, as the process of
receiving what the speaker actually says (receptive orientation), constructing
meaning (constructive orientation), negotiating meaning with the speaker and
responding (collaborative orientation) and creating meaning through involvement,
imagination (transformative orientation).
That's why, listening is important for many reasons. Obviously listening influences
other skills. It plays an important role in our life because it is the best way to obtain
knowledge, collect information and get social relationships. It is also one of the
fundamental language skills as it is the medium through which children, young
people and adults gain a large portion of their education, their information, their
understanding of the world and of human affairs. The current study tries to develop
listening comprehension skills through using scaffolding approach and some of
teaching strategies that depended on it. Thus, it is very important to clarify the
definition and importance of scaffolding and its related two active learning startegies.

2
Scaffolding is an instructional technique where the teacher models learning strategies
or tasks and then gradually shifts responsibility to the students. This type of
instruction is consistent with Vygotsky’s (1978) belief that learning is a social
process and not an individual one which occurs when students interact with their
teacher and with each other in the classroom.
The term scaffolding was not directly used in the work of Vygotsky (1978), although
it does have a theoretical basis in his description of the Zone of Proximal
Development (ZPD). The ZPD is defined as the distance between the actual
development level of the learner, as determined by independent problem solving, and
the level of potential development, as determined through problem solving under
teacher guidance and collaboration with more capable student peers (Doolittle,
1997).
The term scaffolding was first used, in instructional context, by Wood, Bruner, and
Ross (1976) in their study, “The Role of Tutoring in Problem Solving”. Scaffolding
is also defined in its educational sense as “a process that enables a child or novice to
solve a problem, carry out a task, or achieve a goal which would be beyond his or her
unassisted efforts" (Graves & David, 2003, p.31).
Reiser (2004) assured that in scaffolding, learners receive support and
assistance to perform certain tasks successfully and move to more complex ones.
Without such assistance, these tasks would be too difficult to achieve; therefore,
building on the acquired experience and skills, students develop their knowledge and
improve their performance.
In a similar context, Vacca (2008) suggests that providing guidance and
support would help students become more responsible for their learning, more
motivated, and more successful. Consequently, instructional scaffolding is an
effective model for teaching. The present study chooses two active learning
strategies based on scaffolding to develop completely neglected listening
comprehension in the Palestinian context. These strategies based on scaffolding have
been used to improve student' learning. These strategies such as:
1- Checking out
This strategy provides students with suggestions for previewing texts of different
genre in order to listen strategically based on their purposes for listening text. The

3
goal of this strategy will be achieved through checking 5 of certain items before
listening the text. These items include title, author, art work (pictures or drawings),
listen the first paragraph and make predictions.

2- Reciprocal Teaching :
The reciprocal teaching strategy enables students to activate four different
comprehension strategies - predicting, questioning, clarifying, summarizing - which
they apply collaboratively to help each other understand a text they are listening.
Thus, reciprocal teaching has two major features: 1) instruction and practice of the
four comprehension strategies_ predicting, question generating, clarifying and
summarizing and 2) a special kind of cognitive apprenticeship where students
gradually learn to assume the role of teacher in helping their peers construct meaning
from text.

1.2 Pilot study

The researcher in this study interviewed formally and informally (15) EFL teachers
and (5) supervisors at secondary stage. He asked them about the state of teaching and
learning listening comprehension skills from EFL secondary teachers. All of them
affirmed that they neglect teaching listening skills because listening skills are
completely omitted from the whole exams. Thus, they also added that they don’t
have enough strategies to teach listening skills well for EFL tent graders. That’s why,
when the researcher suggested some active learning strategies that may help them to
effectively teach listening comprehension easily, they encourage him to implement
this study which could assist secondary EFL teachers to develop listening skills.

1.3 Statement Of problem

The researcher observed that most students at tenth graders encounter many
problems and difficulties to answer listening exercises. Thus, the researcher strongly
believes that developing listening skills of secondary students are necessary.

That’s why the researcher interviewed some teachers at tenth grade informally
and they affirm that students are needed to develop their listening skills. The

4
researcher thinks that there are many active learning strategies could contribute in
developing their listening skills.

1.4 Research questions

Accordingly, the present study proposes the following major question:

What is the effect of some active learning strategies on developing tenth

graders listening skills?

Based on the above mentioned question, the following sub-questions are

derived:

1. What are the required listening comprehension skills that tenth graders need
to develop?

2. What are the features of strategies that can help tenth graders to develop their
listening skills?
3. To what extent do two active learning strategies affect on developing tenth
graders' listening comprehension skills?
4.

1.5 Research hypotheses

1. There are no statistically significant differences at (α ≤ 0.05) between the
mean scores of the experimental and control group in the post test of listening
comprehension skills.
2. There are no statistically significant differences at (α ≤ 0.05) between the
mean scores of the experimental group in the pre-post test of listening
comprehension skills in reciprocal teaching and checking out based on
scaffolding strategy.

1.6 Significance of the study

1. This study provides teachers with effective strategies that aim to develop the
listening skills of their students and helps teachers to identify the listening
skills of their students.
2. This study is useful for tenth graders because it may help them to develop
their listening skills.

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 3. This study assists EFL supervisors to develop the teachers' ability in teaching
listening comprehension skills for secondary stage..
4. The study guides curriculum designers to include these strategies that help
students to develop their listening skills

1.7 Purpose of the study

1. Suggesting two important and effective active learning strategies that can
help tenth graders to develop their listening skills.
2. Identifying the necessary listening skills for tenth graders .
3. Pinpointing the effect of these active learning strategies on developing
listening skills.

1.8 Delimitations of Study:

1. The current study is delimited during the second semester 2017-2018.
2. The current study is restricted for Rafah schools.
3. The sample of the current study consist of tenth graders at Al Doha
secondary school.
4. The current study is delimited for using two active learning strategies which
are reciprocal teaching and checking out based on scaffolding strategy.

1.9 Definition of Terms:

The following terms are operationally defined particularly for the purpose of
this study:

A. Listening skill: is more complex than merely hearing. It is a process that

consists of four stages: sensing and attending, understanding and interpreting,
remembering, and responding .The stages occur in sequence but we are
generally unaware of them.(Sheila, 2007)

The researcher defines Listening skills as a set of skills that the researcher
tries to develop through the use of some active learning strategies for the tenth grade
students .

B. Scaffolding: Scaffolding is defined in its educational sense as “a process that

enables a child or novice to solve a problem, carry out a task, or achieve a
goal which would be beyond his [or her] unassisted efforts" (Graves and

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 David, 2003, p.31). Scaffolding is also defined as "a process of setting up the
situation to make the child entry easy and successful and then gradually
pulling back and handing the role to the child as he becomes skilled enough
to manage it" (Bruner, 1985, p.60).

Thus, the current study defines Scaffolding as the away in which the teacher
helps his learners to achieve his goals solve problem and perform tasks which
beyond the learners abilities.

C. Reciprocal teaching strategy: The reciprocal teaching strategy (Palinscar

and Brown, 1984; Brown and Palinscar, 1985) depends mainly on
Vygotskian perspectives, scaffolding theories and teaching methods which
believe that assessment and instruction aim to achieve levels of competence
within supportive learning environment and not individually (Brown and
Campione, 1986, P.1065). Reciprocal teaching is a powerful technique that
implements four main strategies which are (predicting, questioning, clarifying
and summarizing). These strategies are used to develop comprehension and
help providing information concerning how well comprehension is achieved
(Baker, 2002).

The researcher defines Reciprocal Teaching: it is an instructional strategy

based on scaffolding in which the teacher helps his student in the tenth grade to
understand the listening text through many graded steps 1-predicting, 2-qustioning
,3-clarifying and 4-summarizing.
D. Checking out the Framework: According to Greece Central District (2011),
checking out the framework is a strategy that helps students to preview texts
of different genres to read strategically with an aim in mind. The main targets
of this strategy are to help students preview texts to assess content and to use
text features to achieve full comprehension. These goals can be achieved
through checking certain items before listening, such as, title, author and art
work.

The following list adds new ideas to create an extensive reference for teachers
to use, cross- over or mix many of the items according to the level of their students.

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 Moreover, the researcher defines Checking out the framework strategy: it is an
instructional strategy based on scaffolding in realizing the listening text through
discussing the title or the information presented above related to the author .

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 Chapter Two
Literature Review
 Chapter Two
Literature Review

2.1 Introduction:
This chapter is divided into two main sections. The first section consists of two
parts: Part one deals with a review of literature related to the variables of the study
such as listening comprehension with its types, strategies, approaches, and problems
that influence listening comprehension skills and assessment. Part two sheds light on
the nature of scaffolding illustrating its theoretical background, techniques,
instruction, strategies, benefits and challenges. The second section deals with some
of the previous studies .

2.2 Section (A): Theoretical Framework

2.2.1 Listening
Listening is the process in which someone receives sound through his ears.
Those sounds are automatically passed to the brain, mentally recognized and
categorized into parts of speech and analyzed to get the gist of the message. Thus it is
not a matter of matching sounds and words to meaning. .A listener should utilize
several cues such as utilizing previous knowledge ,relating the message to the
situation, being cognizant of the pragmatic and functional use of the language."
Poelmans (2003, pp.10-14).

1. Listening definitions ?
There are various definitions of "listening". One of these definitions is Oxford
dictionary (1993:206) which defines listening as "Listening is a complex problem
solving skill and it is more than just perception of the sounds. listening includes
comprehension of meaning of words, phrases, sentences, hidden meaning and clues.
Listening comprehension is regarded theoretically as an active process in which
individuals concentrate on selected aspects of aural input, form meaning from
passages, and associate what they hear with existing knowledge.
Moreover, Purdy (1997:8) showed that listening, "the active and dynamic
process of attending, perceiving, interpreting, remembering, and responding to the

0
expressed (verbal and nonverbal), needs, concerns, and information offered by other
human beings".
Abd-Elatif (2002:9) also demonstrated that listening is "an active process
through which the listeners concentrate on some chosen aspects of audio approach
and to connecting meanings with what they have".
Based on the above mentioned definitions, the researcher defined listening skill
as a receptive and decoding skill that requires to discriminate between sounds and
words and comprehend them.

2.Nature of listening as a skill:

Listening is one of the four English language skills. It is different from hearing
which involves merely perceiving sounds in a passive way.
However, listening occupies an active and immediate analysis of the streams of
sounds.
Moreover, listening is regarded as a decoding and receptive skill, so it needs
special skills and abilities and also great efforts to be developed by EFL learners.
Thus, listeners should get involved in these special skills such guessing, anticipating,
checking, interpreting, interacting and organizing by associating and accommodating
their prior knowledge of meaning and form. It is apparent that educators and linguists
disagree about a unified definition of listening skill (Lubbad, 2013).
Thus ,the current study reveal different and various perspectives about listening
skills. The listening comprehension skill is a combination of (roughly) four sub-
processes or modules.

3. Listening process :
Rost (2005, p.20) demonstrates the process below:
1. Hearing: The auditory reception of an acoustic signal (perception), as is also
performed on non-speech sounds.
2. Categorization of sounds: Categorizing incoming sounds in terms of the
sound categories of the language
3. Word recognition: word recognition: which refers to categorizing sounds and
matching them to the mental lexicon to recognize them as meaningful parts of
speech. However, due to the fact that there are no reliable clues indicating
where a word starts and ends in the sound stream. The word recognition is the

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 most problematic process and a major source of confusion in language
comprehension, particularly for foreign-language learners.
4. Comprehension: Integrating the meanings of the words in their sequence into
an interpretation of the entire utterance, i.e., a reconstruction of the speaker's
communicative intention (= message).

4. Factors influencing listening comprehension process:

A. Linguistic competence
The level of language competence influences the comprehension either
positively or negatively. It is only when language users are cognizant of words and
grammatical structures of a language that they can recognize them. (Lubbad, 2013).
B. Pragmatics
Pragmatic use of language is concerned with intention. To illustrate, Deictic
elements are elements that indirectly refer to objects in the real world. They are often
used by a speaker, and interpreted by the listener; e.g. pronouns which refer to
previously mentioned proper noun, moments in time (e.g., yesterday, now), locations
in space (e.g., here, there). A speaker determines the choice of words, the
grammatical structures and stress to express his intention. It is the listener's role to
utilize his own ability to understand reference of the deictic elements and to deduce
speaker's intention.
C. Knowledge of the world
Knowledge of the world plays a role in achieving comprehension of speech. It
is important because it enables listeners to base the newly received knowledge on the
background of world knowledge. The world knowledge throws light on the new text
and clarifies its components which enhances, speeds and facilitates achieving
comprehension.
Knowledge of the world helps listener to categorize and classify information
which makes it possible to interpret and remember this information. World
knowledge speeds up comprehension of text by offering a foundation for making
inferences.( Recht and Leslie 1988:16-20).

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 D. Memory
Listening is an aural skill, which does not depend on printed word. Memory is
the only vessel in which listener can save information . It is in continuous work as
long as a listener is receiving information. Memory works with propositions, not with
sentences. While listening, listeners can:
1- Categorize the received speech into meaningful sections.
2- Identify redundant material, keep hold of chunks of the sentences.
3- Think ahead and use language data to anticipate what a speaker may be
going to say.
4- Accumulate information in the memory by organizing it .
5- Avoid too much immediate detail.
So, without having the ability to keep the important parts of utterances in
memory, a listener can't achieve full comprehension. Richards (1985:191)

5. Types of listening:
There are different types of listening. Knowing these types is so important for
any teacher in teaching listening and developing it . Thus, teaching listening also
helps teachers to design different listening tasks and use appropriate techniques which
assist pupils develop their listening skills.
According to Wolvin and Coakley (1988) proposed five different kinds of
listening:
A. Discriminative listening which helps listeners draw a distinction between facts
and opinions.
B. Comprehensive listening : it facilitates understanding oral input.
C. Critical listening :it allows listeners to analyze the incoming message before
accepting and rejecting it.
D. Therapeutic listening: it serves as a sounding board and lack any critiques,
e.g., advising.
E. Appreciative listening: it contributes listeners to enjoy and receives emotional
impressions.
Similarly, Tate (2001) briefly described the following four types of listening:
A. Comprehensive listening: it is when one listens for an understanding of the
message.

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 B. Critical listening: it occurs when one wants to make an intelligent response to
a persuasive message.
C. Therapeutic listening: it is a non-judgmental way of listening with the
interests of the speaker in mind.
D. Appreciative listening :it is a relaxing method in which the message is
enjoyed for its own sake.
According to Doff (1995, p.199) claimed that in real life there are two ways of
listening ;casual and focused listening:
A. Firstly, casual listening :it takes place when listening with no particular
purpose in mind and without concentration ,for example , listening to the
radio while doing housework ; As a result ,: one may not remember what s/he
hears.
B. Secondly, Focused listening: it is when someone listens on a purpose . For
example , listening to the news, s/he can remember whatever s/he has listened
to.
The researcher noticed that listening comprehension is a skill aiming to
recognize sounds, words and rearrange them in meaningful units. There is an urgent
need that a listener should be aware of the target language structure, segmental and
super-segmental features to integrate the best form of listening comprehension.
This study depends on focused listening which is considered as a very
important and necessary one and which needs to be improved and developed .
Moreover, focused listening has many skills. Some of them easy, but others are hard
and difficult . Thus, the current study sheds light on some skills that teacher and
students at secondary schools need them to improve and develop in light of using new
effective strategies.

6. Problems of listening Comprehension:

Listening problems that result in miscommunication have several sources; the
problem can be purely physical; for example a damage of the inner ear, or it can be
linguistic, for example a problem with the recognition of speech sounds, or it can be
of a more abstract cognitive level, for example misinterpretation of the message.

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 Underwood (1989) see that listening problems are related to learners' different
backgrounds, such as:
A. Their culture and education.
B. The speed of delivery is beyond the control of listeners. Many language
learners believe that the greatest difficulty with listening comprehension is
that listener cannot control how quickly a speaker speaks.
C. The numbers of times repeating listening passage are low.
In the classroom, it is the teacher who decides whether or not a recording or a
section of recording needs to be replayed. Underwood added that "It is hard for the
teacher to judge whether or not the students have understood any particular section of
what they have heard.”
D. Small size of learner's vocabulary.
The speaker does not always use words the listener knows. Sometimes when
listeners encounter a new word, they stop to figure out the meaning of that word, and
they therefore, miss the next part of the speech.
E. Not recognizing discourse markers and signals such as gestures, increased
loudness, or a clear change of pitch are very ambiguous, especially to L2
learners.
F. Students feel that listening is very challenging even when they are interested
in the topic because it requires a lot of effort to figure out the meaning
intended by the speaker.
G. Learners have a desire to understand the meaning of every word.
H. Finally, students lack contextual knowledge.
The researcher believed that there are other problems that encounter who
listening comprehension.
These problems are summarized by the current study as follows:
1. Lack of phonemic awareness. It is believed that native speakers identify
speech sounds because they have in mind their own perceptual prototypical
phonemes. Thus, as long as the input sounds they receive lie within this range,
the sound can be categorized correctly.

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 However in l2 learners lack of knowledge of the L2 prototypes causes wrong
categorization. Moreover, listeners fail to comprehend the text or the words from the
native speaker.
2. There are several reasons which cause difficulties in listening are represented
in stress, rhythm and intonation, rate of delivery, reduced forms, lack of
concentration, pronunciation and accent of the speaker, rate of delivery ,the
effect of tape recorder, lack of vocabulary, lack of proficiency, lack of
practice and lack of linguistic competence.

7. Conditions of Listening Comprehension

Listening comprehension involves phonological, prosodic, lexical, syntactic,
semantic, and pragmatic component. The L2 Listening literature also includes a
number of theoretical and pedagogical monographs, such as Underwood's (1989),
Mendelsohn and Rubin's (1995) and Rost (1990-1991). Osda points out that the
following facts about L2 listening comprehension have emerged from the literature as
a condition to achieve better listening comprehension:
A. Familiarity with passage content that facilitates L2 listening comprehension.
B. lower proficiency L2 listeners attend to phonological or semantic cues,
whereas higher- proficiency L2 listeners attributed to semantic cues.
C. The effectiveness of different types of speech modifications or visual aids
varies according to the degree of L2 listening proficiency.
D. Repetition of passage should be encouraged as it appears to facilitate L2
Listening comprehension more than other types of modifications.
E. The use of pre listening activities, particularly those that provide short
synopses of the listening passage and allow listeners to preview the
comprehension questions that facilitate L2 Listening comprehension.
F. The use of videotape, as opposed to audiotape, as a means of presenting
listening passages facilitates L2 listening comprehension, especially with
regard to attitudinal and intentional factors.
G. Training in the use of listening strategies facilitates L2 listening
comprehension . L2 learners should be taught how to use listening strategies.
H. Due to the complex nature of listening comprehension, L2 listening practice
should encompass a wide range of situations where listening is required as

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 well as different types of listening passages, different modes of presentation
(e.g., live, videotape, audiotape) and different types of activities or tasks.
L. The use of authentic, as opposed to pedagogical, listening passages leads to
greater improvement in L2 listening comprehension performance.
As for , difficulties related listening comprehension skill. The researcher
observed it can't be achieved only with the availability of several conditions
such :
1-Sitting in a place far from noise.
2-The ability to explain.
3- The ability to distinguished between multiple voices.
4- The ability to distinguish between main ideas and secondary ideas in the
listening text.
5- The ability to keep the main ideas a live in mind.

8. Approaches of listening:
Listening skill is a skill that needs effective approaches to teach and learn it .
Thus, approaches of listening are considered as basic ways to develop and improve
listening.
According to Lynch (1996) who is in consensus with Field (1998) about the
importance of the role of teacher in helping pupils to be good listeners.
The summarize the role of the teacher in the following points .
A. A guide, who is to give his/her students some help, including skills, in the
process.
B. Adiagnoser who can identify listening problems and put them right.
At this point, Field(2002)stated that “wrong answers are more informative than
right ones; it makes sense to spend time finding out where and how understanding
broke down.”
C. A designer who is able to elect or design suitable texts and tasks for his
students.
D. a motivator who can get his students more involved in their listening classes
and learn more listening skills.
In a similar context, Hedge (2002) stated that the role of teacher in listening
skill is different from what most people think he should be.

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 Teachers have a lot of things to do besides teaching words and grammar such:
A. Making sure that there is sufficient variety of listening materials, pace and
intensity, and activity to allow to work in their style and with their own
strategies.
B. Giving a purpose of listening.
C. Acknowledging that listening is quite difficult to non-native speakers, and be
sure to give reassurance.
Teaching listening skills is one of the most difficult tasks for any ESL/EFL
teacher because successful listening skills are acquired over time and with lots of
practice
D. Another important point is that a teacher should try to teach his students (with
different amounts of success) is that students need to listen to English as often
as possible, but for short periods of time
E. A teacher should encourage his students to watch a film, or listen to an
English radio station. Students should often listen, but they should listen for
short periods - five to ten minutes in the beginning, even if, they do not
understand anything However, If pupils/students continue this exercise over
two to three months, their listening comprehension skills will greatly improve.
F. A teacher's role in a listening exercise is to create interest, reasons for
listening, and the confidence to listen.

9 Listening strategies:
Clearly ,listening teaching strategies are considered prominent tools that
contribute in developing and improving listening skill.
From time to time ,educator design and formulate new teaching strategies not
only for listening but also for all English skills.
According to Nunan (1999) clarified that teaching strategies not only lead to
better listening, but also they contribute in developing effective language learners .
He added that there are a lot of teaching strategies for listening Here is a description
of three important strategies and/or models of the listening process:
A. The bottom-up strategy:
This strategy is text-based; the listener relies on the language in the message,
that is the combination of sounds, words and grammatical relationships and meaning.

0
 White (1998) and Brown (2001) explained that the bottom-up process is related
to being able to recognize the small patterns of the spoken text such as words and
sounds whereas Peterson (2001) stated that bottom- up strategy the listener is
supposed to pay attention to every detail of the spoken text.
In short, this process goes from bottom to top to finally get the message. Buck
(2001) stated that according to his experience, he has noticed that people think that
language processing follows a unique sequence. That process is called bottom-up in
which people interpret language starting from the lowest level to the highest level,
assuming that speakers decode firstly the phonemes, then they decode individual
words going to a higher level syntax to finally arrive at the meaning of the message.
Also, Jack and Willy (2002, p.239) continued to define the bottom-up strategy saying
that listening is a process of decoding the sounds that one hears in a linear fashion,
from the smallest meaningful units (phonemes) to complete texts.
Similarly, Nunan (2002) added that bottom-up processing refers to acquiring
the meaning of the message based on the incoming language data from sounds, to
words, to grammatical relationships, and ultimately to the meaning.
In light of the above mentioned opinions, the current study states that bottom-
up strategy is a strategy where the listener focuses on the language being listened to
help to decode the meaning of the information being presented. This strategy is
essential when the listener is completely unfamiliar with the subject matter being
listened. Moreover, Bottom-up listening skills are commonly used by people when
studying foreign languages.

Consequently, Bottom up strategies include:

listening for specific details, recognizing cognates, recognizing word order
patterns, distinguishing minimal pairs and guessing the meaning of unfamiliar words
and expressions from context.
B. The top-down strategy:
This study demonstrates that listener-based strategy emphasizes the use of the
listener's previous knowledge in processing a text rather than relying on individual
sounds and words. In other words, top-down processing refers to the use of
background knowledge in understanding the meaning of a message.

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 According to Schwartz, (1998:6) Top-down strategy as mentioned, it is text-
based one . In light of this strategy the listener taps into background knowledge of the
topic, the situation or context, the type of the text, and the language. This background
knowledge activates a set of expectations that help the listener to interpret what is
heard and anticipate what will come next.
On the other hand, Jack and Willy(2002:239) stated that the top down view
suggests that the listener actively constructs the original meaning of the speaker using
incoming sounds as clues. In this reconstruction process, the listener uses previous
knowledge of the context and situation within which the listening takes place to make
sense of what he or she hears. Context and situation includes such things as
knowledge of the topic at hand, the speaker or speakers and the relationship to the
situation, as well as to each other and prior events.”
According to giving a similar definition, Nunan (2002) added that top-down
processing refers to utilizing schemata which was known as a learner’s background
knowledge and global understanding to deduce the meaning from and interpret the
message.
In the same context, Lynch and Mendelsohn (2002:197) stated that top down
processing is holistic, “going from whole to part, and focused on interpretation of
meaning rather than recognition of sounds, words and sentences.
Moreover, listeners actively formulate hypotheses as to speaker's meaning, and
confirm or modify them where necessary. In the top-down strategy, the listener will
depend on the knowledge he/she already possesses to help him/her understand new
information as it is presented.
Thus, this study states that the top-down strategies include:
 listening for the main idea.
 Predicting.
 Drawing inferences.
 Summarizing.
 Identifying relevant points and rejecting irrelevant information.
Top-down strategy needs the capability of the listener to bring previous
information that is used to comprehend the topic the speaker is talking about. In top-

2
down, the listener is able to create expectations about what is going to be mentioned
the speaker. It means that the listener can anticipate the final message.
According to Richards (2008), top-down processing, refers to the use of
background knowledge in understanding the meaning of a message. Whereas bottom-
up processing goes from language to meaning, top-down processing goes from
meaning to language.
C. The interactive strategy:
The interactive strategy is called (text-listener based strategy). It involves both
the bottom-up and top-down processing. There is an ongoing discussion in L2
research on the interaction between top-down processes and bottom-up processes.
A number of studies illustrated the complexities of the listening process.
According Rubin (1994:41) stated that at some levels there is a delicate
interaction between top down processing and bottom-up processing especially when
there is a communication breakdown.
According to Nunan (2002) claimed that listening comprehension is neither top-
down nor bottom-up processing. It is an interactive, interpretive process where
listeners employ both prior knowledge and linguistic knowledge to make sense of the
incoming message.
According to Flower dew, and Miller (2005:27) at the level of the group
beginners are likely to spent more time on developing basic bottom-up skills of the
decoding. For more advance learners, however, who have mastered basic phonology
and syntax, the emphasis on the development of top-down skills of applying
schematic knowledge which may be more appropriate, although even advanced
learners need to work on bottom-up features of fast speech.
As Seif-Eddin (2010) indicated that some psychologists claim that when the
quality of the stimulus is good, bottom-up processing is preferred, and it is only when
stimulus quality deteriorates top-down processing takes over as a compensatory
device.
Consequently, in the real-world, listening, both bottom-up and top-down
processing generally occur together. The extent to which one or the other dominates
depends on the listener’s familiarity with the topic and content of a text, the density of
information in a text, the text type, and the listener’s purpose in listening.

2
 In the current study, the researcher tried to clarify that the interactive strategy is
mixture of the top-down strategy and the bottom-up one using the text types
appropriate to the secondary stage pupils. This strategy is very important to be
improved as it contributes in developing listening skills in general.

2.3 Active learning strategies

Active learning has received considerable attention over the past several years.
Often presented or perceived as a radical change from traditional instruction, the topic
frequently polarizes teaching. Active learning model was developed on the principles
of constructivist theory that sets techniques and to apply constructivist theory in the
classroom. That’s why, active learning is a student - centered learning and it assigns
the responsibility of learning to the student (Mustafa et al., 2012:45). In order to
ensure active learning in classrooms, students should be self regulated and have an
active role in decision making process while engaged in cognitively challenging
academic tasks. Similarly enhances the quality of students’ learning as students learn
by creating meaning rather than memorizing information transmitted by the teacher.
(Haack, 2008:396).

2.3.1 Active learning definitions:

On reviewing the literature related to active learning strategies, it is noticed that
educators' use of the term "active learning" has relied more on intuitive understanding
than a common definition.
Most important, to be actively involved, students must engage in such higher-
order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is
proposed that strategies promoting active learning be defined as instructional
activities involving students in doing things and thinking about what they are doing
(Bonwell and Eison, 1991:1). Moreover, Meyers and Jones (1993:6) assume that
active learning refers to techniques where students do more than simply listen to a
lecture. They added that students are doing something including discovering,
processing, and applying information. Active learning derives from two basic
assumptions: (1) that learning is by nature an active endeavor and (2) that different
people learn in different ways. Thus, the researcher thinks that active learning
includes chance for learners or providing opportunities for students to meaningfully

2
speak and listen, write, read, and reflect on the content, ideas, issues and concerns of
an academic subject.
According to Salem(2001:120) defines active learning as some procedures the
learners do inside learning group. Active learning includes basic elements some of
which are: discovery, seeking meaning, explaining and observation.
In the same context ,Prince's (2004:2) assumes that active learning is any
instructional method that engages students in the learning process. In short, active
learning requires students to do meaningful learning activities and think about what
they are doing. The core elements of active learning are student activity and
engagement in the learning process. Active learning is often contrasted to the
traditional lecture where students passively receive information from the instructor.
According to Saada et al., (2006:33) define active learning as a method of
learning and teaching at the same time in which students participate in activities
through rich educational environment, allowing positive listening and productive
dialogue, sound analysis, thinking of syllabus, issues and opinions with the existence
of a teacher. It also encourages responsibility under his supervision and help them to
achieve the aims of curriculum that concentrates on creative personality of today
student and future man.
Furthermore, active Learning is defined as a process wherein students are
actively engaged in building understanding of facts, ideas, and skills through the
completion of instructor - directed tasks and activities. It is any type of activity that
gets students involved in the learning process (Bell and Kahrhoff, 2006:1).
According to, Shaheen (2010, p.104) considers active learning as a type of
learning based upon various activities practiced by the learner and results in actions
relying upon his/ her effective positive participation in the educational situation. The
learner is the center of the instructional process. Active learning maintains various
opportunities for learners to acquire and test whatever surrounds them. The learners
follow repetition, imitation, trial and error in order to comprehend their world and
acquire communication and negotiation. Reflecting on the previous definitions, the
researcher observed that these definitions concentrate on thinking and action as
students participate in activities, presentation, discussion, reading and problem
solving. The researcher believes that active learning is simply having students

2
engaged in activities that get them to think about and comment on the information
presented. In short, active learning is anything that learners do actively in a classroom
other than merely passively listening to a teacher's lecture.

2.3.2 Principles of active learning strategies

The principles of active learning based are presented by (Ghazy,2004; Maabad,
2006; Bedair, 2008) can be stated like the following:
A. It encourages contacts between students and the teacher.
B. Active learning develops reciprocity and cooperation among students.
C. It uses active learning techniques.
D. Active learning gives immediate feedback.
E. Active learning emphasizes time on task.
F. It respects diverse talents and ways of learning.
According to Abdelwahab (2005:137) adds the following principles:
A. More information doesn't necessarily mean more learning. Learners seek to
create meaningful uses of knowledge regardless of the quantity and quality of
the information presented.
B. Past experience matters, Personal beliefs and impressions from prior learning
color the learners' world views and their approach to learning. Learners link
new knowledge to existing information in ways that make sense to them.
C. Learners want to learn. Individuals are naturally curious and enjoy learning,
but personal insecurity and fear of failure often get in the way.
D. Learners like challenges and are most creative when learning is challenging
and meets their individual needs.
However, the researcher adds the following principles:
A. Learners are individuals. Not all learners are at the same level of physical,
intellectual, emotional, and social development. Learners also differ in their
cultural backgrounds.
B. The learning environment is important. Learners learn best in a friendly,
socially interactive and diverse environment.
C. Learners like positive reinforcement and learning environments that support
the self-esteem and respect of the individual learner who tend to be more
successful.

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2.3.3 Benefits of Active Learning strategies
The assumptions offered when using the active learning approach and the
techniques used will increase the student’s learning of a given topic, or in the case of
learning English as a foreign language, will permit the learner to more easily acquire
language skills necessary for communication.
Among a lot of researchers who addressed or mentioned the benefits of active
learning such as (Wilke, 2003:208) and (Saada et al., 2006:33l) stated the following
benefits:
A. Students who work together on active learning tasks learn to work with other
people of different backgrounds and attitudes.
B. Students are more likely to find personally meaningful problem solutions or
interpretations.
C. Students receive more frequent and more immediate feedback.
D. The need to produce forces learners to retrieve information from memory
rather than simply recognizing a correct statement.
E. Students increase their self-confidence and self-reliance by giving them
opportunities to participate actively in the process of their learning.
F. For most learners, it is more motivating to be active than passive.
G. A task that learners have done yourself or as part of a group is more highly
valued.
H. Students learn strategies for learning itself by observing others.
According to Karge et al., (2011, p.367) 1T and Braxton et al., (2008, p.72)
affirm that active involvement in the learning process is vitally important in two
areas: (a) for the mastery of skills, such as critical thinking and problem-solving and
(b) for contributing to the student’s likelihood of persisting to program completion .

2.3.4 Rationales of using active learning strategies from the

researcher's viewpoint are:
A. Active learning proved its effectiveness in various studies in general and in
EFL in particular.
B. Active learning strategies increase student's engagement in learning and they
make learning fun.

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 C. In light of using active learning strategies, students have higher self –esteem
and are strongly motivated.
D. They maintain strong positive relations among students. Hence, the students
have positive attitudes toward the school and teachers.
Reviewing active learning importance and benefits, the researcher believes that
active learning strategies aim at developing learner's background through gaining
various learning experiences, different education resources, life skills and knowledge.
Moreover, active learning strategies seek to develop high thinking skills and promote
self-confidence.
The researcher concludes that when students are active in their learning they are
able to develop critical thinking skills, receive social support systems for the learning,
and gain knowledge in an efficient way. Thus, teachers should adopt active learning
strategies to help learners to enhance skills and gain content knowledge. It is expected
that active learning can produce meaningful learning, improve attitudes toward
school, increase knowledge and retention, and enhance communication among
students.

2.3.5 Challenges facing active learning strategies :

Despite the Various benefits of active learning stratiges , it has many barriers
and challenges to be implemented. (Wilke, 2003, p.208) stated many challenges
facing learners to get engaged in active learning:
A. For teachers, trying something new creates feelings of uneasiness and lack of
confidence, not to mention the fact that teachers usually have few incentives
to change their teaching styles.
B. Students and teachers also share similar expectations about one another’s role
in the classroom. Teachers prefer lecturing and view it as an effective means
of transmitting information, whereas students come to expect teachers to be
good lecturers.
C. Students are also resistant to change in the classroom.
D. With active learning, teachers cannot cover as much content in the time
available, that it takes increased course preparation time, or that they simply
lack educational training.

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 E. Teachers also state that large classes prohibit active learning and that
materials are lacking to support it.
The researcher thinks that challenges of active learning has several factors such
as:
A. Non-resistance to the traditional teaching method by teachers in the
educational process due to lack of self-confidence.
B. Lack of workshops for teachers by the responsible authorities to urge them to
use active learning strategies within the classroom.
C. Not all students participate in educational activities within the classroom,
making them receptive to information only.
D. Lack of appropriate tools and means by the responsible authorities.

2.3.6 The Role of Instructors in Active Learning:

No doubt that the role and effect of instructors or facilitators are important for
active learning processes to be efficient. Active learning programs may need
facilitators, program designers and developers, and evaluation and measurement
experts.
Similarly, (Sahin, 2007; Saulneir, 2008: Eison, 2010:5) present the role of the
teacher as follows:
A. The teacher should make the content relevant, demonstrate its power to
answer questions, and show its apparent intrigue.
B. The teacher should make the student responsible for learning decisions by
relying on logical consequences of action presenting .
C. It is assumed that the teacher involves students in a discussion of creating a
climate that promotes learning.
D. The teacher should obtain feedback on the classroom climate occasionally and
revisit the discussion of policies and procedures.
E. The teacher has to employ practices that “encourage students to encounter
themselves as learners.
In this context, the researcher think that the new teacher’s role can be better
understood. Although instructors remain at the center of student learning, they should
no longer act as a source of knowledge. Instead, their function is to create the
environment where students will be engaged in learning in partnership with their

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teachers. Therefore, the correct interpretation of the new teacher’s role at each
instructional phase is crucial for successful learning.
According to Alkomy ( 2016) added other roles represented as:
A. Selecting the active learning strategies that suit the content, age and student's
language proficiency.
B. Providing the spiritual and physical rein for cements that instigate students'
motivation.
C. Encouraging students to ask their questions.
D. Considering the individual differences among students.
E. Assigning the homework tasks that provoke student to search.
Consequently, the researcher believes that the teacher has a major role in
organizing the instructional process as he/she has to save the relevant class
environment and select the activities in an accurate method putting in consideration
students and their attitudes. Also, the teacher has to guide his students continuously.
The researcher also thinks that active learning shifts partly the focus from the
teachers and their delivery of course content to the students and their active
engagement with the material. Through active learning techniques and modeling by
the teacher, students give up the traditional role as passive receptors and learn and
practice how to apprehend knowledge and skills and use them meaningfully.

2.3.7 Active learning activities

According to Mantyla (1999, p.83) asserts that the components of good active
learning activities are the same, whether presented in traditional or in online
environments. Activities should 1) have a definite beginning and ending; 2) have a
clear purpose or objective; 3) contain complete and understandable directions; 4)
have a feedback mechanism; and 5) and include a description of the technology or
tool being used in the exercise (Mantyla, 1999:65). Also, states that When using
active learning strategies, instructors/teachers will want to consider the following:
A. Can learners complete the activity independently?
B. Will they need specific guidance before or during the activity? Will visuals or
other materials be needed?
C. Will learners need to collaborate with other learners?

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 D. How do the learners ask questions? Will there be formative or summative
evaluation?
E. What tools will be available to support the activity, including technology,
resources, and examples?
The researcher observed that active learning is based on a set of
principles ,including :
1-Involving students in selecting activities and in setting educational goals.
2-Diversifying sources of learning.
3- Relying on students assessment to themselves.
4- Making communication between teachers and
learners. 5-Using strategies, center primarily on the
students.
In addition , the researcher explains below one of the active learning strategies, it
instructional scaffolding.

2.4. Scaffolding strategy

2.4.1 Scaffolding:
The term "scaffolding" is related to the works of Vygotsky who established this
kind of teaching. Scaffolding is considered to be one of the most powerful and
versatile instructional techniques of socio- constructivist teaching (Clark and Graves,
2005). Many efforts have been exerted to define this technique, its concepts, features
and types.

2.4.2 Theoretical Framework:

Zone of Proximal Development (ZPD):
The notions of the term scaffolding are so much linked to the works of the
famous Soviet psychologist Lev Vygotsky who posits the theory of the Zone of
Proximal Development (ZPD), which is the actual level of students compared with
the level of potential development that happen with the help of a more competent
person.
According to Vygotsky (1978, p.86) ZPD is defined as "The distance between
the actual development level (of the learner) as determined by independent problem-
solving and the level of potential development as determined through problem-
solving under adult guidance or in collaboration with more capable peers." The

2
distance between the students' actual and potential development is best shown in the
following figure:

Figure (2.1): The Zone of Proximal Development

Source: (Vygotsky's, 1978).
Later on, the notion of scaffolding was linked to ZPD in the sense that, ZPD
was viewed as a kind of assistance (or scaffolding) which helps a child to solve
problems, carry out certain tasks and achieve some goals which he/ she could not get
without assistance (Burner, 1985). In the same context, Field (2004) described the
relationship between scaffolding and ZPD as follows: A teacher or an adult helps
children by attracting their attention to the task, guides them towards important goals,
explains the main features of the task and shows the related strategies.
According to Wood et al., (1976) mentioned six types of support that can be
provided by an adult: 1) increasing a child's interest, 2) simplifying the task, 3)
Keeping direction, 4) focusing on the task features, 5) controlling frustration; and 6)
showing perfect solution paths.

2.4.3 Nature of Scaffolding:

Scaffolding is regarded as one of the most important teaching strategy in
learning and teaching English.
Scaffolding in its literal sense is defined as a temporary structure that is often
used in the process of constructing building to allow workers support the building. As

3
the building is finished, the scaffolding can be taken out. Although scaffolding is a
temporary support, it is essential for the process of building construction (Gibbson,
2002).
The term scaffolding was first used in its educational sense by Wood, Burner
and Ross (1976). They defined it as an " adult controlling those elements of the task
that are essentially beyond the learner's capacity. Thus permitting him to concentrate
upon and complete only those elements that are within his range of competence".
Thus scaffolding, is as temporary help that motivates and assists students to
achieve a higher level of competence in carrying out certain tasks. It is simply the
role of teacher (scaffolder) when helping learners, achieve goals, solve problems and
achieve tasks.
According to Rogoff (1990), scaffolding is described as a supported situation in
which children can develop their existing skills and achieve higher level of
competence. It is also defined as the teacher's efforts exerted to help students
complete difficult tasks they could not do in their own (Pearson and Fielding, 1991, p.
842).
Scaffolding technique is widely used to develop different skills. Many recent
definitions highlighted the role of scaffolding in improving skills such as
argumentation (Belland, et al., 2008; Jonassen and Kim, 2010) and understanding of
the text and other content (Azevedo, 2005; Lin, 2000). The role of scaffolding in
developing listening comprehension skills will be mentioned in details during this
chapter. Figure (2.2) models the gradual removing of responsibility from teacher to
student in managing listening tasks.

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 Figure (2.2): models the gradual removing of responsibility from teacher to
student in managing listening tasks.
Source: Pearson and Gallagher (1983, p.337)
The model depicts the sequence in which students gradually progress from the
full responsibility of the teacher for successful achievement of listening tasks, to a
situation in which students' responsibility increases and finally to a situation in which
students take all responsibility for their learning in listening.
The above figure expressing the several steps incorporated in the scaffolding
approach is provided by Billett (1993).
According to the figure, students are firstly provided with essential background
information by their experienced peers or mentor. Then, the mentor demonstrates the
targeted tasks and provides students with explanations. The mentor then, encourages
the learners to practice the tasks themselves. When the learners become more
confident doing the tasks, guidance is gradually reduced until they can practice the
task independently without any help. Learners' performance on the tasks is assessed
through observations as well as written and/ or oral questioning.

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 Figure (2.3): The scaffolding approach

Source: (Billett , 1993; Cited, 2010; Mentor's Guide. Generic version. P.6)
2.3.4 Scaffolding Modalities:

The most common modality of scaffolding is the one- to- one which is widely
used by many teachers. If peers who have the same abilities can provide scaffolding
to each other. The following lines will discuss the different types of scaffolding as
proposed by authors and researchers. These types of scaffolding are not separated
wholes or mutually exclusive, but rather they can be integrated to meet students'
scaffolding needs (Puntambekar and Kolodner, 2005).

3
 A. One-to-One Scaffolding (expert-to-novice):
One-to-one or expert-to-novice scaffolding is considered to be the ideal
scaffolding modality which requires teacher's temporal support of students within
their respective ZPDs (Van de Pol et al., 2010; Wood, 2003). This modality depends
mainly on the teacher's efforts to analyze students' ability. It can include the following
mechanisms:1) attracting students' interest, 2) controlling frustration, 3) giving
feedback, 4) considering important task/ problem elements, 5) modeling, and 6)
questioning. When applying this modality teacher fades out of the picture transferring
responsibility of the scaffolded task (Van de Pol et al., 2010).
B. Peer-to-peer Scaffolding:
Scaffolding is supposed to happen with the help of a more competent person
(Wood et al 1976). With large classrooms peer scaffolding will be an effective way,
as it will be hard for the teacher to scaffold each individual child (Belland, 2014).
Students with different abilities can help each other move to higher levels of thinking,
for example, students with strong English speaking skills can help second language
students to improve their speaking abilities through questioning and cuing English
production (Walqui, 2006). However, students are not able to provide an effective
peer scaffolding on their own and without any help. That's why they need a
framework to guide them and assist them to provide the necessary and effective
scaffolding needed (Belland, 2014).
C. Computer/Paper – Based Scaffolding:
This modality depends on computer and paper as tools that provide scaffolding;
they are referred to as computer- based scaffolds. Computer- based scaffolds are also
considered to be a good solution for large classrooms in which one-to-one scaffolding
cannot be fully provided. This modality can scaffold a classroom of students during
inquiry- oriented instruction, but the teacher should also provide one-to-one
scaffolding by bumming the classroom (Belland, 2014).
D. Generic Scaffolds:
Students can use the scaffolds of this modality when they interact with
materials within the classroom and outside it. They are not used with specific content,
but rather can be used with a variety of units and subjects (Belland, 2014).

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2.4.4 Scaffolding Instruction
According to Larkin (2002), the points below provide a simple structure of
scaffolding instruction.
First, the instructor does it.
This means that, the instructor should firstly model how a difficult or a specific
task can be accomplished. For example, if wants to present graphic organizers, a
teacher can hand out partially completed graphic organizer and then ask the students
to think aloud and describe how the graphic organizer explains the relationship
between the information included.
Second, the class does it.
Then, the teacher works with the students to accomplish the task. They may, for
example, add some information to the graphic organizer, teacher writes on the white
board and they fill in their own copies.
Third, the group does it.
After that, students may work in pairs or in small groups to complete the
graphic organizer.
Fourth, the individual does it.
This is the final step of independence where students can demonstrate their task
individually (e.g complete the graphic organizer successfully).
In the same context, the points below are considered to be guidelines for
teachers when using instructional scaffolding, Hogan and Pressley (1997).
A. Choose a task that cope with curriculum goals, learning objectives and
students' needs.
B. Help students to create instructional goals.
C. Students' backgrounds and previous knowledge should be considered.
D. Use different types of supports and aids while students doing the task (e.g
questions, hints, diagrams, models and so on.
E. Encourage students and ask them questions to help them focus on the goal.

2.4.5 Scaffolding Strategies:

According to Mc Kenzie (2000) scaffolding strategies provide students with:
A. Clear guidelines to decrease confusion.
B. Help them reach expectations.

3
 C. Explain a lesson or a task.
D. and provide them with helpful resources.
The researcher thinks that scaffolding strategies are very important . That’s
why , the researcher used two scaffolding strategies (Reciprocal Teaching
and Checking out to help students develop their listening comprehension
skills). Moreover, these strategies will be indicators for the improvement of
listening skill. The researcher powerfully believe that R.T.S is regarded the
most important that could contribute in developing listening skills. Thus , the
researcher starts explaining it first:

2.4.6 Reciprocal Teaching Strategy:

Al- Fatairi (1996) explains that the suitable way for increasing the level of
students in the learning process is to develop their abilities to choose suitable
strategies for current learning and stimulate their attention for the eminent factors in
content and also to practise analysis and evaluation methods for ideas and meanings.

The reciprocal teaching strategy (Palinscar and Brown, 1984; Brown and
Palinscar, 1985) depends mainly on Vygotskian perspectives. Scaffolding theories
and teaching methods which believe that assessment and instruction aim to achieve
levels of competence within supportive learning environment not individually
(Brown and Campione, 1986, p.1065). Reciprocal teaching is a powerful technique
that implements four main strategies which are (predicting, questioning, clarifying
and summarizing). These strategies are used to develop listening comprehension and
help providing information concerning how well comprehension is achieved (Baker,
2002).

Understanding for a text is based on a dialogue between teacher and students.

Five steps are regularly used : (prediction, questioning, clarifying, summarizing and
visualizing (Abdul Bari, 2010:153; Hussein, 2011:39).

Reciprocal teaching strategy is based on dialogue and role- play in the

instructional process between students themselves and students and their teachers.
(AL-Alawi, 2012, p.34)

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 According to Ahmad (2006, p.125) defines RTS as an instructional activity
aiming at training students for intellectual dialogue and scientific text . the activities
that are related to it (summarizing, questioning, clarifying and predicting).

According to AL-Dulaimi (2009, p.21) clarifies it as an instructional activity

based on a dialogue between a teacher and a learner or a learner and a learner.

This strategy is based on distributing roles for students . Each group has a
leader.

According to Abdul Bari (2010, p.158) specifies it as a group of intellectual

cooperative and interactive procedures that students practise supervised and directed
by the teacher aiming to full-understanding for the targeted topic.

This strategy is carried out throughout four stages: predicting, questioning,

clarifying and summarizing.

According to AL-Sumairi (2010, p.35) explains RTS as an instructional

activity based on a dialogue between students and teachers related to the required
text s in a course. This the required strategy includes five procedures:

A. predicting:

It is an educational guessing used by a students to express his expectations

about some topic. This procedure includes suggesting some assumptions or
expectations in certain topic from a student. The other students are required to accept
or reject the expectations.

Steps of implementing:

 Putting some guessing about certain topics.

 Reading some basic titles.
 Relating new information old ones.
 Formulating questions and asking them to himself.

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 B. Questioning:

Proposing questions and inquiries are considered a skill that includes clarifying
meanings and issues throughout inquiry approach . Good questions direct learners
towards the important information . Formulating questions aims to generate new
information.

Teacher should assist his pupils to generate good questions related to certain
titles and ideas in the text . then , answers are delivered to help readers to analyze the
text (AL-ALawi ,2012, p.40).

C. Clarifying:

At this step, students are active to overcome challenges and difficulties facing
them by investigating some ideas related to certain topics or concepts.

Students should follow 2 rules to clarify the material well:

 Stating the problem:

This includes things such: this paragraph is unclear or I don’t understand this
part.

 Stating the strategy:

This includes things such: I will reread the topic or I think of similar words.
(jad, 2007, P.35)

Summarizing
This procedure includes the process of summarizing the readability of texts and
reproducing them in another image throughout a group of procedures keeps the gist
of ideas that develop reading skill of student in concentrating the main points.

 Summarizing is carried out through the following steps: (Abdul Bari 2010,
P.180).
 Omitting unnecessary details.
 Deleting repeated and frequent information.
 Specifying the main ideas.

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  Stating a group of questions related to the topic .
 Representing the summarized topic.
 Judging the quality of the summarized topic.
 Re-summarizing the topic in light of the previous judgment.
2 visualizing:

The reader expresses his visualizations about the readable text throughout
drawing visualization that is reflected from his imagination. This helps him for better
understanding from meanings in the text.

There are some procedure that help learners to visualize an image towards
meanings and ideas for better understanding. This strategy helps learners to
comprehend implicit meanings or understand hints (Abdul hameed,1998:45).

Steps of teaching RTS:

A. Teacher directs a dialogue between students , applying minor strategies on a

paragraph.
B. Teacher divides pupils into groups . Each group is 5 pupils.
C. Teacher distributes roles among individuals of each group. Each learner has a
role like predicator, questioner, clarifier, summarizer and visualizer.
D. Teacher assigns a leader for each group represents the teachers.
E. Reciprocal teaching starts in groups throughout a dialogue between students
via asking and answering tasks.
F. Teacher trains students to practise the above-mentioned activities for many
days.
G. Teacher distributes a reading comprehension text for students.

The text should be suitable for students age.

H. Students read silently and make notes or write ideas that will be proposed or
questioned to other students. each role starts his tasks .Then discussion,
prevails between students.
I. Asking one pupil to present the answers of questions.

3
 J. This strategy is within (10-20) class to achieve its effectiveness.
(Hussein,2007, pp.2-3)

How to overcome obstacles facing implementation of RTS:

According to OCZKUS (2003) mentions that obstacles facing RTS should be

overcome it by:

A. Scaffolding:

It means helping students for shift from one cognitive level to a better one
throughout the help of the teacher.

B. Thinking aloud:

It is known that this strategy is based on discussion , a dialogue and thinking

aloud in the four stages . This will give students a chance to scaffold students to
higher levels.

C. Cooperative learning:

Students should be divided and given chances to develop their skills in

discussion . using cooperative learning increases the effectiveness of this strategy.

Advantages of RTS: (Al Samraay:1991)

A. It gives students a chance to apply the tasks.

B. Students learn how to give feedback in the suitable time.
C. It gives students a chance to practise leadership.
D. It gives a students a place for creativity in implementing tasks.
E. It develops behavioral and social aspects of students .
F. It allows ashy students to participate in RTS activities.
G. It uses constructivist ,summative and formative evaluation.

Disadvantages of RTS:

A. It is difficult to dominate implementing homework tasks.

B. It needs a lot of means.

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 C. It increases the discussions between students about homework.
D. It is based on the teacher specially in homework .
E. A lot of pressures are based on the teacher.

2.4.7 Checking out the Framework:

According to Greece Central District (2011), checking out the framework is a
strategy that helps students to preview texts of different genre to read or listen
strategically with an aim in mind. The main targets of this strategy are to help
students preview texts to assess content and to use text features to achieve full
comprehension. These goals can be achieved through checking certain items before
listening, such as, title, author, art work . The following list adds new ideas to create
an extensive reference for teachers to use, cross- over or mix many of the items
according to the level of their students.
Teachers' Reference List for Checking out the Framework
A. The title and/or subtitle- any prediction, questions or clues?
B. The author- Do you know him/her? Is the writer still living? Do you know any
facts about that person?
C. The artwork of the cover or inside the book- what's the artist intend? Any
possible symbolism?
D. The blurbs- anything of interest? Is any information of the story revealed? Can
you make any predictions?
E. Check out the table of contents- Any titles catch your attention? How is the
book organized? Chapters? Sections? How many pages does the book have?
F. Are there any quotes the writer uses that may give you any clues to the
writer's intend?
G. Is the book dedicated to anyone?
H. Is there a preface or introduction? What do they reveal about the book?
I. Read the first paragraph and many other sections to get taste about the writer's
style.
J. According to all of the previous points, try to make some predictions as a
preliminary point of view or evaluation to the book.(Elkomy:2016).

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 Scaffolding Techniques:
The way of utilising scaffolding in learning environments can vary according to
students' level and difficult of the task.
According to Hannafin (2001) scaffolding techniques can differ according to
mechanisms and functions. Mechanisms are related to the method of scaffolding
while functions emphasize the purposes targeted. Teacher can use various techniques
of scaffolds such as: conceptual, metacognitive, procedural and strategic (Al-Yami,
2008):
A. Conceptual Scaffolding: is used when the task is clear and well- defined. It
can be done through several mechanisms such as cuing/hinting, providing a
model and providing feedback (Caglitay, 2006).
B. Metacognitive Scaffolding helps students to think and relate the given
information to their background knowledge.
C. Procedural Scaffolding clarifies, models and aids the learners while
performing the task until achieving it.
D. Strategic Scaffolding takes the form of response- sensitive guidance at key
decision points.
Other different instructional scaffolding techniques have been mentioned by
Hogan and Pressley (1997) such as: Modeling, offering explanations, participation
encouragement. These techniques can be used individually or integrated with each
other according to the material being taught.
Benefits and Challenges of Scaffolding:
It becomes clear that scaffolding is a flexible model that can help students with
any level of understanding. In the process of scaffolding, students are engaged, they
are not only passive listeners, but rather they build on their prior knowledge and form
a new one (Bassiri, 2002).
A. Scaffolding also provides positive feedback for students with learning
disabilities and low self-efficacy and motivates them to become better
learners.
B. It decreases students' frustration
C. It provides opportunities for peer- teaching and learning

4
 D. and also provides learners with a safe, welcoming and caring learning
environment. (Al-Yami, 2008). However, some challenges may face teachers
while applying scaffolding model:
A. using instructional scaffolding and trying to meet the needs of every
individual will be time consuming and demanding.
B. It needs properly trained teachers to apply instructional scaffolding
appropriately and see its full effect (Van Der and Rachel, 2002).
C. It also requires less control over the classroom and allows students to make
mistakes which may be difficult for teachers to do.
D. It is difficult to use the appropriate scaffolds which meet students' needs and
lesson content (Elkomy, 2016).
The researcher thinks that reciprocal teaching and checking out based on
scaffolding approach has several features:

A. They increase listening interest and fluency.

B. Helping students maximize listening comprehension and retention.
C. Helping students work cooperatively in groups, support each other and share
their information.
D. Mading them responsible for their own learning by pushing them to search for
information they need to know.
E. It is a flexible model that can help students with any level of understanding.
F. In the process of scaffolding, students are involved, they are not only passive
listener, but rather they build on their prior knowledge and form a new one.
G. It provides positive feedback for students with learning disabilities and low
self-efficacy and motivates them to become better learners.
H. Helps students break the fear barrier by providing part of the information to
help the student when he needs help to answer a specific question.
I. Increasing social relation between the students and the teacher.
J. It makes every student that engaged in the learning process in the classroom.

As a conclusion , the researcher strong believe that reciprocal teaching and

checking out based on scaffolding approach are considered as an integral part
in the achievement of any instructional goal.

4
 Scaffolding strategies have an important role in building new information for
the learners. then there are great chances for the learners to become motivated
to learn. Thus , the researcher explains, below, the related studies for these
strategies.

2.4 Section (B): Previous Studies

Previous studies related to the current study are divided into three domains.
1. The first domain concerned with studies related to active learning strategies.
2. The second domain deals with listening skills.
3. The third domain is concerned with studies related to using reciprocal and
checking out strategy.

2.4.1 Studies related to active learning:

1. Orak (2018). This study aims to analyse the views of elementary school students
on active learning integrated with art branches in core courses (Turkish,
mathematics, science and social studies). To achieve this aim ,the researcher
adopted a descriptive design. The study sample consisted of 22 students,
including 15 male and 7 female students. In this study , the researcher used an
observation and interview as tool of the study. The research data obtained
through observation and by means of an interview form were analysed and
interpreted by descriptive analysis method. Moreover, the results revealed that
active learning approaches that students learnt better and in a more enjoyable way,
their self-esteem also increased. Thus, the elementary school students had positive
views on active learning integrated with art branches in core courses.
2. Virtanen (2017) . The study identifies the relationships between active learning,
student teachers’ self-regulated learning and professional competences.
Furthermore, the aim is to investigate how active learning promotes professional
competences of student teachers with different self-regulation profiles. To achieve
this aim ,the researcher adopted the survey design. In this study, the sample was
(422) student teachers . In this study the researcher used electronic Questionnaire
as a tool of study. To analyze collected data, the researcher used a one-way
multivariate analysis of variance (MANOVA) ,descriptive statistics and Pearson’s
correlation coefficients . The results revealed that the use of active learning
methods, such as goal-oriented and intentional learning as well as autonomous

4
 and responsible group work, are strongly and positively related to the achievement
of professional competences.
3. Aksit, F (2016). This study aimed to report how teacher education may promote
active learning which is demanded by the current educational reform of Turkish
teacher education (TE). To achieve this, the researcher used the descriptive
analytical method. The data were collected through open-ended questions on an
electronic platform. The sample of this study was (316) Student teachers in the
Faculty of Education at Erciyes University responded to the questions. The data
were analyzed qualitatively through content analysis. The results clearly indicated
a big gap between the formal and applied curricula in the Faculty of Education.
4. Sager (2016). This study aimed at investigating the effect of using active class
strategies for the fifth grade students achievement levels of the elementary schools
in math and their attitudes towards its learning in Nablus governorate. To achieve
this the researcher adopted the quasi-experimental approach. The sample of this
study consist of (72) male students, Moreover , the sample was divided into two
groups :the experimental group which was consist of (36) students and control
group which was consist of (36) students . The instruments were used in this
study: Achievement test post test and questionnaire. The collected data were
analyzed using (SPSS) program to calculate the means and the standard
deviations, one way ANOVA, Pearson correlation coefficient. The results
revealed that there is a significant differences at ( α ≤ 0.05) between the mean
scores of the experimental and control group in the post test favor of the
experimental group.
5. Alshareef (2016). The study aimed to reveal the effectiveness of the use of certain
classroom language activities in teaching English language in the development of
oral linguistic performance and decision-making among intermediate third-grade
students in Makah, and it revealed a statistically significant correlation
relationship between the averages of the study sample scores, in the post
application for linguistic performance test, and scale of decision-making; To
achieve the objectives of the study, the researcher used two methods: descriptive
approach and quasi-experimental design, per experimental group Ibn al-Qayam
intermediate school was chosen randomly, and then the intermediate third grade

4
 was chosen deliberately. In the three grades altogether there were 90 students, in
each class 30 students; and 3/3 experimental groups, of 30 students each were
drawn, and represented the study material in linguistic classroom activities in the
English language. Moreover, there were two tools were used: oral linguistic
performance test in the English language, and the scale of decision-making; where
they were applied on the study sample; after checking their validity and reliability,
in the second semester in 2013. The study yielded many results of which the most
important were: the presence of statistically significant differences between the
average score of the sample study in the two applications, pre and post for
linguistic performance card and the scale of decision-making; in each axis
separately, and in the linguistic performance overall in the English language; and
the skill of decision making; in favor of the post application.
6. Ahmad (2014). The study aimed to identify the effectiveness of a proposed
training program in providing mathematics teachers with some active learning
skills and in reducing anxiety. To achieve this, the researcher adopted the
Experimental approach. The sample of this study consist of (150) female students,
Moreover , the sample was divided into two samples : The first sample of
mathematics teachers in the intermediate stage in Tabuk city (11) teachers who
provided them with a training program on active learning. The second sample is
middle school students who were taught by active learning. The instruments were
used in this study: Achievement pre-post test . The collected data were analyzed
using ( T) for groups correlation of research hypothesis test. The results revealed
that there is a significant differences at ( α ≤ 0.05) between the mean scores of
teachers and students achievement to the post-application.
7. El Salhi (2013). This study aimed at investigating the effectiveness of a suggested
program based on active learning strategies on fourth graders’ performance in
English. To achieve aim of this study, the researcher adopted the experimental
approach. The sample of the study consisted of (70) female students from
Nuseirat elem. Co-ed " B" distributed into two groups. One of the groups
represented the control group of (35) students; and the other represented the
experimental one of (35) students. The active learning program was used in
teaching the experimental group, while the traditional method was used with the

4
control one in the first term of the school year (2012- 2013).The instrument in this
study was a performance test of four scopes with (40) items was designed and
validated to be used as a pre and post test. The data of the study were analyzed,
using T-test and Mann Whitney. An effect size technique was used to measure the
effect size of the active learning program on the experimental group in each scope
of the test. The study indicated that there were statistically significant differences
in the fourth graders' performance in English language in the four skills: listening,
reading, writing, and speaking due to the method in favor of active learning
program. Furthermore, there were statistically significant differences in the fourth
graders' performance in English language in the four skills: listening, reading,
writing, and speaking between the high and low achievers in the experimental
group from one side and their counterparts in the control one due to the method in
favor of active learning program. Based on those findings, the study
recommended the necessity of implementing active learning strategies in teaching
English language to bring about better outcomes in the students' performance in
English language. It was suggested also that further research should be conducted
on the effect of other active learning strategies on other dimensions of learning
English language, other school subjects and different grades. In light of the above
mentioned previous studies ,these study concentrates on the importance of active
learning strategies and how these strategies effectively influenced on improving
and developing different skills of English. The researcher agrees with majority of
these findings of these studies that elicited the necessity of active learning
strategies. Thus, the researcher strongly believes that this study is a
complementary for the ongoing efforts that contribute in revealing the importance
of active learning strategies.

4
Comments on the previous studies (A)
Researchers have been interested in the implementation of active learning
from different perspectives, and with participants from different contexts. The
researcher discusses the previous studies which related to active learning to the
following elements:
1. The Subject of the Previous Studies and their Purposes.
Most studies investigated the effectiveness of active learning in learners
performance in elementary school such as Orak (2018), Virtanen (2017), Sager
(2016) Al shareef (2016), Ahmed (2014) and El salhi (2013). Moreover, there is one
study aimed to report how teacher education may promote active learning, Aksit
(2016).
In the current study, the researcher tried to find out the effect of using some
active learning strategies on developing tenth graders listening comprehension skills.
listening comprehension skills among tenth graders.
2. Methodology
The Majority of the researchers conducted an experimental and a quasi-
experimental to examine the effect of active learning strategies on developing
learners such as sager(2016) and Al shareef (2016). In the other hand , Ahmed (2014)
and El Salhi (2013) applied experimental design. Moreover, orak (2018) and Aksit
(2016) applied descriptive design. In addition, one study which applied survey design
Virtanen (2017). In the current study, the researcher conducted a quasi-experimental
design.
3. Tools
The tools used in the previous studies were varied from one study to another.
For example, Orak (2018) used observation and interview . Moreover, Virtanen
(2017) used electronic questionnaire. In addition, Aksit (2016) used open ended
question . In the other hand, Sager (2016) used achievement test and questionnaire.
Moreover, Alshareef (2016) used oral linguistic performance test in English language.
Finally, ahmed (2014) and El Salhi (2013) used achievement pre post test. In this
study, the researcher used an interview, a checklist and an listening achievement pre-
post test.

4
4. Samples of Studies
The sample used in the previous studies were varied from one study to another.
Some studies used deliberate sample such as Orak (2018) consist of 22 students,
including 15 male and 7 female students. In the other hand some studies used
randomly sample such as Virtanen (2017) consisted of (422) students teacher ,
Aksit (2016) consist of (316) students and sager (2016) consist of (72) male
students. Moreover, some studies used randomly and deliberately which consisted
of (90) students school was chosen randomly and then the intermediate third grade
was chosen deliberately, Al shareef (2016) and Ahmed (2014) the sample consist
of (150)femal students ,but El Salhi (2013) the sample consist of (70)female
students. In the current study, the researcher used randomly and deliberately
sample .
5. location
All the previous studies were applied in different countries. For example Orak
(2018) and Aksit (2016) study was conducted in Turkey. But Sager (2016)study was
conducted in Nablus. Al shareef (2016) and Ahmed (2014) were conducted in Saudi
Arabia. In addition, Virtanen (2017) was conducted in Finland , Moreover, El Salhi
(2013) was conducted in Gaza. The current study was conducted in the Gaza,
Palestine.
6. Statistical Treatments
The Statistical treatments used in the previous studies to measure the results
were varied and different. Orak (2018) study used descriptive analysis method but
Virtanen (2017) used one way Anova and Aksit (2016) were analyzed qualitatively
through content analysis. In addition , Sager (2016) were analyzed using (SPSS)
program to calculate the means and standard deviations, One Way Anova ,person
correlation coefficient. Al shareef (2016) analyzed it through correlation between the
averages of the study sample scores in the post test. Ahmed (2014) and El Salhi
(2013) it analyzed using T-Test. In the current study, the researcher utilized SPSS
statistical packages as a statistical technique, means, standard Deviations, percentage,
Pearson formula, Alfa cornback, Richardson , Kuder 21Correlation ,T-test samples
statistics and split-half techniques to confirm the validity and reliability.

4
7. Findings
Most of the previous studies agreed on the positive effect of active learning
strategies on learners in the most fields especially on developing listening skills .
e.g. Orak (2018) , Virtanen (2017) , Sager (2016) , Al shareef (2016), Ahmed (2014)
El Salhi (2013) and Aksit (2016) The results clearly indicated a big gap between the
theoretical and applied curricula in the Faculty of Education. Many indicators of
active learning can be observed, but there are still many obstacles to be overcome. In
the current study , the researcher agrees with those result, which confirmed the
importance active learning strategies on developing tenth graders, listening
comprehension skills .

2.4.2 Studies related to listening skills:

1. KIRBAS (2017) In this study, the effect of the learning together technique, which
is one of the cooperative learning methods, on the development of the listening
comprehension and listening skills of the secondary school eighth grade students
were investigated. The researcher adopted the quasi-experimental approach. .The
sample of the research, experimental and control groups consisting of 75 students
from, as Secondary School. The instrument in this study was 'Listening-
Comprehension Achievement Test' that was applied to measure the listening skills
of the experimental and control groups. The selected experimental groups were
taught by learning together technique of cooperative learning method for seven
weeks and the control group was taught in the traditional way. The data of the
study were analyzed, using(SPSS) program , T-test ,means ,standard deviation ,T
value and Eta square which measured the effect size . The findings of the research
was that the students in the experimental group were more successful than the
students in the control group in terms of post - test achievement scores. Moreover,
When the results of the study was that the learning together technique, which is
one of the cooperative learning methods, is more effective than the traditional
learning method in improving listening comprehension and listening skills of the
eighth grade students in Turkish class.
2. Tabail (2016) The study aimed at investigating the effectiveness of a multimedia
based program in developing eighth graders' listening comprehension skills and
attitudes towards listening. To achieve the aims of this study, the researcher

5
 adopted quasi experimental method . The researcher selected (60) eighth graders
from Jabalia prep "B" Boys school. The participants were divided into two
equivalent groups: each group had (30) students. The researcher used three tools in
this study1) a questionnaire for teachers to determine the most important listening
comprehension skills for eighth graders, 2) an achievement test (Pre & Post), 3) an
attitude scale (pre & post) to determine the students' attitudes towards listening.
The data of the study were analyzed, using(SPSS) program , one way
anova ,percentages, means ,standard deviation ,T value and Eta square to measure
the effect size . The results of the study indicated that the multimedia program
was effective in developing the listening comprehension skills for eighth graders.
In addition, the study findings revealed that there were statistically significant
differences between both groups in the results of achievement test, in favor of the
experimental one due to the program used. In the light of these results, the
researcher recommends the necessity of implementing multimedia program in
teaching English listening comprehension skills. Moreover, teachers of English
should adopt technology in teaching English.
3. Lubbad (2013) The study aimed at investigating the effectiveness of A
multimedia based learning program in developing seventh graders' listening
comprehension skills and attitudes in Gaza governorate. To achieve this aim, the
researcher selected a representative sample of 86 EFL female students studying at
Al Mamounja Prep girls school which is run by UNRWA in the Gaza strip. The
participants were divided into two equal groups: a control group, 43 student and an
experimental one, 43 students. The instruments were, an achievement test, an
attitude scale and an interview. The achievement test was used as a pre test to
prove groups. Moreover, it was used as a post test to measure any possible
differences between the target groups. The collected data were analyzed and
treated statistically through the use of SPSS. The attitude scale was used to
measure students. attitudes toward listening skill before and after conducting the
multimedia program .In addition, the interview was used for low achievers whose
writing ability was weak at the end of each English listening class to be more sure
from their understanding to the listening comprehension text. The findings
indicated that there were statistically significant differences between both groups,

5
 in favor of the experimental one, in understanding the main idea, pointing out
specific details, deducing meaning of unfamiliar lexical items from the listening
text and inferring the moral lesson of the listening text due to the program
implemented.
4. Zahran (2012). conducted a study to investigate the effectiveness of using
dramatic activities in developing English language listening skills of preparatory
stage pupils. The subjects of the study consisted of sixty students from "Shagrat
El-Dor Prep School for Girls" in Mansoura, Dakahlia Governorate. The subjects
were purposefully selected and then assigned to a control group (30 Pupils) and an
experimental group (30 Pupils). The researcher adopted the quasi-experimental
design where the experimental and control groups were both pre-tested and post-
tested on their listening skills. The researcher used a listening comprehension
skills checklist and a pre-post test as her instruments for the study. The data were
collected and computed by using (SPSS) Statistical Package for social Sciences.
The following statistical analyses are used to confirm the test validity and
reliability of the tools: Pearson Correlation Coefficient was used to confirm the
test validity; Split Half Technique, Kuder Richardson-20 equation and Holsti
correlation to determine the reliability. Difficulty coefficient for each item of the
test and Discrimination coefficient for each item of the test. The researcher used
the following statistical techniques in answering the research questions:
Frequencies and percentages. T. Test independent samples: to measure the
statistical differences in means between the two groups in the results of the post
test. The results of the achievement test were statistically analyzed by using Mann
Whitney. The results of the study revealed that the participants of the experimental
group who were taught through using dramatic activities showed great
development of their listening skills. The researcher recommended the necessity of
implementing dramatic activities in teaching English listening comprehension.
5. Elhefnawy (2008). The study aimed at investigate the effectiveness of using some
instructional activities in developing English language discrimination and
recognition listening skills for first year secondary students. Sample of this study
consisted of 60 first year secondary students, enrolled in two classes in a
secondary school in Gharbia Governorate. Thirty students served as the

5
 experimental group and the other thirty served as the control group. The tool in
this study used was t-test. The researcher adopted the experimental design. To
analyze data, the researcher used both Alfa and pre-post tested on listening
discrimination and recognition skills and listening comprehension skills. The
findings of the study revealed that the suggested activities had a positive effect on
developing listening discrimination and recognition skills for first year secondary
students. Moreover there was an observable improvement in the experimental
group's performance on the listening comprehension skills post-test. The
researcher recommended the necessity of implementing another instructional
activities to develope listening skills for English language students.
6. Soliman (2008). study aimed at investigating the effect of using the integrated
strategy on developing some listening skills in English language for secondary
stage students. The subjects of the study were eighty students. Forty students
served as the experimental group and the other forty served as the control group.
The researcher adopted the experimental design where the experimental and
control groups were both pre-tested and post-tested on listening skills. The
researcher used three tools for his study: questionnaire for English teachers and
supervisors to state the status quo of teaching listening in our schools, a listening
skills check list and a pre-posttest prepared by the researcher himself. The subjects
of the experimental group were taught the listening texts through using the
integrated strategy whereas the subjects of the control group were taught the
listening texts through the traditional way. To analyze data in this study, the
researcher used t-test ,anova, percentage, means , standard deviation and Eta
square to measure the effect size. The findings of the study revealed that the
suggested integrated strategy helped a lot in developing the subjects of the
experimental group's listening skills. The researcher recommended the necessity of
implementing the effect of using the integrated strategy on developing another
instructional activities that may develop listening skills for English language
students
7. Nassef (1999) The study aimed at investigating the effect of using the interactive
activities on the listening comprehension and speaking skills of the first year
secondary students. The study used quasi experimental approach . The subjects of

5
 the study were fifty six students. Twenty-eight students served as the experimental
group and the other twenty-eight served as the control group. Both groups were the
same level at the listening skills concerned in her study. The researcher used a
listening comprehension skills pre-post test and a content analysis of the text book
as her instruments for the study. The experimental group students were taught the
same materials as the control group, but through interactive activities that were
included in a program prepared by the researcher herself. To analyze data, the
researcher used t-test in this study, percentage, means , standard deviation and Eta
esquire to measuring the effect size. The findings of the study showed that the use
of interactive activities developed the listening comprehension skills of the
experimental group members. The researcher recommended the necessity of
implementing interactive activities in teaching English listening comprehension.
Also, the researcher suggested that further research should be conducted on the
effects of interactive activities on developing different English language Skills and
in other fields of educational activities.

Comments on the previous studies (B)

It is noticeable that the previous studies are of good value for the current study
as they help the researcher in different fields . They are directly related to listening
comprehension skills and how to develop them and they suggested different strategies
to be adopted by teachers in the field . Concerning the studies of this domain ,which
focused on listening skills, the following points can be considered:

1. The Subject of the Previous Studies and their Purposes.

All of these studies examined the improvement of listening
comprehension skills by using different approaches and strategies. e.g.
KIRBAS (2017). In this study, the researcher used the effect in the learning
together technique, which is one of the cooperative learning methods, on the
development of the listening comprehension skills. Tabail (2016) aimed at
investigating the effectiveness of a multimedia based program in developing
eighth graders' listening comprehension skills and attitudes towards listening.
Lubbad (2013) aimed at investigating the effectiveness of A multimedia
based learning program in developing seventh graders' listening

5
 comprehension skills. Zahran (2012) conducted a study to investigating the
effectiveness of using dramatic activities in developing English language
listening skills. Elhefnawy (2008) study aimed at investigating the
effectiveness of using some instructional activities in developing English
language discrimination and recognition listening skills for first year
secondary students . Soliman (2008)study aimed at investigating the effect of
using the integrated strategy on developing some listening skills in English
language for secondary stage students. Nassef (1999) study aimed at
investigating the effect of using the interactive activities on the listening
comprehension and speaking skills of the first year secondary students.
In the current study, the researcher aimed at identifying the effect of using
some active learning strategies on developing tenth graders listening comprehension
skills.
2. Methodology
The Majority of the researchers conducted a quasi-experimental. e.g. KIRBAS
(2017), Tabail (2016), Lubbad (2013), Zahran (2012), Nassef (1999). In the other
hand ,some studies adopted the experimental design such as Elhefnawy (2008) and
Soliman (2008)study In the current study, the researcher conducted a quasi-
experimental design.

3. Tools
The tools used in the previous studies varied from one study to another. For
example, KIRBAS (2017) , Zahran (2012), Elhefnawy (2008) and Nassef (1999) used
achievement test as a tool of study. In the other hand ,some studies used three tools
(questionnaire, achievement test and attitude scale) such as Tabail (2016). Moreover,
some studies used (interview, achievement test and attitude scale) such as Lubbad
(2013). In addition, some studies used (questionnaire, achievement test and checklist)
such Soliman (2008). In this study, the researcher used interview, checklist and an
achievement pre- post test.
4. Samples of Studies
The sample used in all the previous studies random and purposeful sample e.g.
KIRBAS (2017), Tabail (2016), Lubbad (2013), Zahran (2012), Nassef (1999).

5
 Soliman (2008). And Elhefnawy (2008) The current study agrees with the
previous studies in selecting the sample because ,the researcher chose the school
randomly but he chose the classes deliberately.

5. location
All the previous studies applied in different countries. E.g. KIRBAS (2017) and
Soliman (2008) were conducted in turkey. Moreover, some studies were conducted in
Gaza such as Tabail (2016), Lubbad (2013) and Nassef (1999). In addition, there are
some studies were conducted in Egypt such as Zahran (2012) and Elhefnawy
(2008) .The current study is conducted in Gaza, Palestine.

6. Statistical Treatments
The Statistical treatments used in the previous studies were varied and different.
Most of the previous studies used (SPSS) program, t-test ,percentage, means,
standard deviation ,T value and Eta square to measure the effect size such as
KIRBAS (2017), Tabail (2016), Lubbad (2013), Zahran (2012), Nassef (1999),
Soliman (2008). Moreover, Elhefnawy (2008) used both Alfa and T –test. In the
current study, the researcher utilized SPSS statistical packages as a statistical
technique, Means, Standard Deviations, percentage, Pearson formula, Alfa cornback,
Richardson , Kuder 21Correlation ,t-test samples statistics and split-half techniques to
confirm the validity and reliability.
7. Findings
Most of the results in the previous studies indicated the positive effect of active
learning strategies on learners in the most fields especially in developing listening
skills . e.g. KIRBAS (2017), Tabail (2016), Lubbad (2013), Zahran (2012), Nassef
(1999), Soliman (2008) and Elhefnawy (2008). In the current study , the researcher
agree with those result which confirmed at the importance active learning strategies
on developing tenth graders , listening comprehension skills .

2.4.3 Studies related to using reciprocal and checking out strategy:

1. Sugeng, M. (2018). The study aimed to identify the tendency of students in using
various media scaffolding based on gender, and effect of media scaffolding on
increasing understanding of students’ geometry concepts. This study adopted a

5
 quasi-experimental approach. The population was the fifth grade students of State
Elementary School I Gunung Terang (total 40 students), Bandar Lampung,
Indonesia of the academic year 2015-2016. The sample was total sampling,
respectively 20 students in the experimental class (with media scaffolding) and
control class (without media scaffolding). The instruments of the study were an
observation, an interview and a test. Analysis of the observation and interviews
data with descriptive statistics (percentage). and the test data was analyzed by (a)
measuring the level of effectiveness in increasing understanding of students’
geometry concepts and (b) examining hypothesis on level of effectiveness with t-
test. The results of research showed that (1) the tendency of male students using
the media scaffolding props, and female students using scaffolding media chart,
and (2) effect of media scaffolding on increasing understanding of students
geometry concepts is effective enough.
2. Ramadan (2017) The study aimed at investigating the impact of using Reciprocal
Teaching strategies on the students’ achievement in reading comprehension. The
researcher used quasi- experimental design. The participants in this study were
165 of the 11th grade female students, distributed into two groups: Reciprocal
(Experimental = 84 students) and Non- Reciprocal (Control = 81 students).The
instruments were used to collect the data of the study, pre-post test and a
questionnaire. The Statistical Package of the Social Sciences Program (SPSS) was
used to analyse the pre/ posttest data and the questionnaire as the following: T test
was used to compare the means of the experimental and control groups in the
pre/posttest and reveal the effect of using RT strategies in reading comprehension.
The means of the two groups in both tests were compared to find any difference in
their reading performances. Moreover, the researcher used the η 2 - Eta square to
examine the effect size of using RT. The results revealed a significant difference
between the experimental and the control groups in the post‐test scores in favour
of the experimental. It also showed that the effect size of RT on developing the
high- order thinking skills was bigger than the effect size on the low-order thinking
skills in the experimental group. The study recommended utilizing the positive
social values among learners to encourage mutual learning through peers’ support.

5
3. Khalilieh (2016) The study aimed at investigating the effectiveness reciprocal
strategy on the achievement of ninth grade students in the grammar of Arabic
language. The researcher used quasi experimental design. The participants in this
study were 46 of the 9th grade students, distributed into two groups: Reciprocal
(Experimental = 23 students) and Non- Reciprocal (Control = 23 students). The
instruments of the study were used pre-post test and questionnaire . To analyze
data the researcher used (SPSS) programe ,t-test and Cronbach’s Alpha. The study
found the following results: There were statistically significant differences
between the experimental group and the control group in the grammar
achievement test in Arabic. This difference was in favor of the experimental group
which was taught using the reciprocal teaching strategy. The study recommended
conducting more research on the reciprocal teaching strategy on other skills such
as speaking , reading and writing skills in Arabic language. The study
recommended using this strategy on other material.
4. Elkomy (2016) This study aimed to investigate the effectiveness of using some
scaffolding strategies to develop reading comprehension skills of EFL primary
stage pupils to help them become more independent readers. This study adopted
the quasi-experimental design. The sample of the study consisted of 57 pupils from
two classes of EFL primary five stage; one class served as the experimental group
(n=29) who was exposed to scaffolding strategies, and the other class served as the
control group (n= 28) who were taught according to the regular way. The
instruments of the study included a Reading Comprehension Skills Questionnaire
and a Reading Comprehension Skills Test. To analyze the collected data in this
study , the researcher used (SPSS) program, t-test, percentages, means, standard
deviation and correlation. The results revealed that there was statistically
significant difference between the mean scores of the experimental and control
groups on the post (RCST) in favor of the experimental group pupils. Further, the
experimental group pupils performed better in most of the reading comprehension
skills on the posttest. These results generally validate the effectiveness of
scaffolding strategies in improving the experimental group pupils' reading
comprehension skills. Based on the results of the present study, the following
recommendations can be made: Decision makers at the Ministry of Education

5
 should adapt scaffolding strategies procedures in the teacher's guide to be applied
by teachers in reading lessons. The Faculties of Education should train the pre-
service teachers on using the new scaffolding strategies and other strategies in
teaching reading, More reading activities should be included in school textbooks,
Immediate positive feedback throughout the reading process is recommended.
5. Almutuq, S.(2016) This study aimed to find out the effect of using educational
scaffolding on enabling students concepts and skills in solving mathematical
problem, and attitude towards mathematics for tenth graders in Gaza. The study
used experimental and descriptive approaches. The sample of the study consisted
of 08 pupils from two classes of EFL; one class served as the experimental group
(n=40), and the other class served as the control group (n= 40) who were taught
according to the regular way. The instruments of the study used mathematical
concepts test, the mathematical solving problem test and scale of trend towards
mathematics. The data were collected and analyzed using the statistical package
for research(spss). The results of the study revealed that: Using Educational
Scaffolding achieved an enormous effect (η2 > 0·14) on enabling mathematical
Concepts for Gaza tenth graders, Using Educational Scaffolding achieved an
enormous effect (η2 > 0·14) on enabling Solving Mathematical Problem skills for
Gaza tenth graders. Based upon the previous findings, the study recommended that
mathematics teachers and supervisors should adopt the use of Educational Scaffolding so
as to enable students' Concepts and skills in Solving mathematical problem, and attitude
towards mathematics.
6. Al amudi (2015) This study aimed to identify the effectiveness of using instruction
scaffolding in teaching sciences course on the development of 2nd intermediate
female graders academic achievement at Bloom's taxonomy (Remembering,
Comprehending, application and analysis).The study used the quasi-experimental
design. The sample of this study consists of ( 58) students from the intermediate
level at Taif City. The researcher used many tools to collect and analyze data. The
researcher used the following statistically methods: arithmetic means, standard
deviations and T-test. The study reached to the following results: There are
statistically significant differences at ((α ≤ 0.05) among the mean scores of the
female students of the experimental and control groups in the post evaluation of
the academic achievement test at the level of ((Remembering, Comprehending,

5
 application and analysis). The differences were in favor of the experimental group.
In the light of the study results the researcher recommended the followings:
Getting away from the traditional teaching methods during teaching intermediate
level science course, as these methods are limited in their benefits and lacking for
the element of motivation. Furthermore, she recommends embedding the concept
of instruction scaffolding in the specialized courses of preparing teachers in
college of education, and to prepare for using such strategy.
7. Mall-Amiri (2015) The study aimed at investigating the effect of the scaffolding
strategies on reading comprehension .The sample of the study was 60 language
learners studying English at Parto institute in Tehran, Iran from males and females,
between 20 to 50 years old. The study used experimental approach. Moreover,
The participants were divided into two experimental groups, one applied the
scaffolding strategy (question answering) and the other one applied the scaffolding
strategy (question generating). To collect the necessary data, the researcher used
Pre-Piloted Preliminary English Test (PET) to determine their English proficiency
and reading comprehension and another (PET) test used as posttest. The results of
the study showed that there was no significant difference in the effect of the two
strategies on reading comprehension of the participants. The results also showed
that scaffolding strategies helped the learners to work independently and kept them
on task. Moreover, they helped the teachers to guide students to be collaborative
learners, to have discussion and group work and engage them in learning.

6
Commentary on the Previous Studies (C)
There are similarities and differences between this study and the previous ones
as follows:
1. The Subject of the Previous Studies and their Purposes.
These studies reflected the importance and effectiveness of scaffolding in
developing students' skills such as listening, reading, writing and speaking.
The studies applied different techniques .Almost all of these studies examined
the improvement of listening and reading comprehension skills.
The independent variable is about scaffolding strategy or one of its techniques.
Some studies investigated the impact of scaffolding strategy on reading
comprehension skills e.g. Kalilieh(2016), Ramadan (2017), Elkomy (2016) and
Aimri(2015).
Some studies applied on concept mathematics e.g. Almutuq (2016). Some
studies conducted on teaching sciences e.g. Al amoudi (2015).
This reflects the importance of teaching reading comprehension skills in
English.
In this study, the researcher examined the impact of reciprocal and checking out
based on scaffolding strategy on developing
listening comprehension skills among tenth graders.
2. Methodology
All the previous studies adopted the quasi-experimental approach except the
study of Almutuq(2016) which employed descriptive approach and Amiri (2015):
used the Experimental approach. In this study, the researcher adopted the quasi-
experimental approach that agreed with Kalilieh(2016), Ramadan (2017) and
Elkomy(2016), and disagreed with Almutuq(2016) which employed descriptive
approach. However, Amiri(2015)which employed Experimental approach.
3. Tools
The tools used in the previous studies were varied from one study to another.
For example, Ramadan (2017) ,khalilieh (2016) and Elkomy (2016) used pre-post test
and post test and aquestionnaire whereas Sugeng Sutiarso, M (2018). used
interviews ,an observation and pre-post test.

6
 Almutuq (2016). used mathematical concepts test, the mathematical solving
problem test and attitude scale towards mathematics.
However, Al amudi (2015). used achievement test
The researcher used Pre-Piloted Preliminary English Test (PET) to determine
their English proficiency and reading comprehension and another (PET) test used as
posttest.
In this study, the researcher used an interview, a checklist and pre- post
achievement test.
4. Samples of Studies
The sample used in all the previous studies randomly and purposefully sample.
Moreover, the sample in the previous studies were between 40-80 students such as
Sugeng Sutiarso, M (2018) consisted of 40 learners, Al mutuq(2016) consisted of
80 learners, khalilieh (2016) consisted of 46 learners, ELkomy (2016) consisted of
57 learners, Al amudi (2015) was consist of 85 learners, Amiri (2015) consist of 60
learner and Ramadan(2017) consist of 165 learners. From the researcher's point of
view, this reflects that scaffolding can be flexibly designed to meet the needs of
diverse students whose ZPD is quite different. The sample of the current study
consisted of (80) students distributed into two groups; the experimental group
consisted of (40) students and the control group consisted of (40) students.

The current study agrees with the previous studies in selecting the sample,
because the researcher chose the school randomly but he chose the classes
purposefully .
5. Location
All the previous studies applied in different countries. For example Sugeng
Sutiarso, M (2018) were conducted in Indonesia.
Elkomy (2016) implemented in Egypt. Al amudi (2015) applied in Kingdom of
Saudi Arabia while the study of Amiri (2015) was conducted in Iran. Al mutuq
(2016) was conducted in Gaza. Ramadan(2017)were implemented in Birzeit
University, Palestine . khalilieh (2016) were applied in the united states .This study is
conducted in Gaza, Palestine.

6
6. Statistical Treatments
The Statistical treatments used in the previous studies were varied and different.
Most of the previous studies used (SPSS) program, t-test ,percentage, means,
standard deviation ,T value and Eta square to measure the effect size such as
Ramadan (2017), Elkomy(2016), Al mutuq(2016) and Al amudi (2015). Moreover,
Amiri (2015)used P-piloted Preliminary English Test (PET) to determine their
English proficiency and reading comprehension. In addition, Sugeng Sutiarso, M
(2018) used descriptive statistics (percentage). khalilieh (2016) the researcher used
(SPSS) program T-test and Cranach's Alpha to analyze data. In this study, the
researcher utilized SPSS statistical packages as a statistical technique, means,
standard deviations, percentage, Pearson formula, Alfa cornback, Richardson , Kuder
21Correlation ,t-test samples statistics and split-half techniques to confirm the
validity and reliability, gather information and analyze data.
7. Findings
Most previous studies showed that the effect of scaffolding on increasing
understanding and developing the high-order thinking skills of students such as
Sugeng Sutiarso, M (2018) , Ramadan(2017), Al mutuq (2016). The results also
showed that scaffolding strategies helped the learners to work independently and kept
them on task.eg. , Amiri (2015). Showed that the effectiveness of using instruction
scaffolding in teaching sciences course on the development of 2nd intermediate
female graders academic achievement at Bloom's taxonomy e.g. Al amudi (2015). the
effectiveness of using some scaffolding strategies to develop reading comprehension
skills of EFL primary stage pupils to help them become more independent
readers .e.g. Elkomy(2016) demonstrated of that the effectiveness reciprocal strategy
on the achievement of ninth grade students in the grammar in Arabic language .e.g.
khalilieh (2016) . In the current study, the researcher showed that the Impact of
Using Some Active Learning Strategies on Developing Tenth Graders' Listening
Comprehension Skills in Gaza. Thus, this study is agrees with these studies
concerning the importance of scaffolding strategy.

6
2.5 How the current study is different:
The current study is different from the previous studies in many aspects:
1. The study identified the necessary listening skills that 10 graders need to
develop from many sources. Such as teachers, students and previous studies .
2. The study used two strategies that are closely related to scaffolding and based
on new trend in learning English that is active learning . Thus, this study
addresses the necessities of students regarding to active learning context.
3. The study used many procedures to reveal the effect size of these strategies.
The study identified the impact by comparing findings of study between
control and experimental and also comparing the results between pre-post test
of experimental group. Thus, this study is regarded an effective one since it
tried to defect the impact by comparing pre post test of experimental group.
4. This study integrates scaffolding with active learning to facilitate listening
skills of students.
5. This study deals with the most important skills in English that are listening
skills which are usually neglected from other research due to its difficulty.

conclusion
This chapter consisted of four domains: the first domain introduced in details
active learning. The second domain is about listening comprehension. The third
domain was about scaffolding Strategies and the fourth domain presented previous
studies which were conducted to show the importance of active learning, listening
comprehension and scaffolding strategy in teaching English language skills especially
listening.

6
Chapter Three

methodology
 Chapter Three
Methodology of study

3.1 Introduction:
The purpose of the current study is to investigate the effect of using some
active learning strategies on developing tenth graders listening comprehension skills.
This chapter introduces the procedures followed throughout the study. It introduces a
complete description of the research design, the population, the sample, the variables,
the tools, the research design and the statistical methods of the study.

3.2 Research Design:

The present study adopted the quasi-experimental design using two groups to
investigate the effect of some active learning strategies on developing listening
comprehension skills of tenth grade pupils. Both groups were pre-post tested, and
then the experimental group was taught listening comprehension skills through
reciprocal and checking out based on instructional scaffolding strategy , while the
control group was taught listening comprehension skills by the traditional method.
The quasi-experimental design of the study can be illustrated as follows:

control TheApplying
regular teaching method
the proposed
Experimental Scaffolding strategies
Pre-test Post-
test
Figure (3.1): The Quasi- Experimental Design of the Study (Abu Allam. 2011)

3.3 Population of the study:

The population of the study includes all tenth (male) graders at Rafah secondary
schools in the scholastic year (2017 – 2018).

6
3.4 Sample of the study:
The sample of the study consisted of (80) students distributed into two groups;
one experimental group that consists of (40) students and the other control group that
includes (40) students of tenth graders at al Doha secondary school at Rafah.

Table (3.1): The distribution of the sample according to gender,

qualification, experience, and age.

Range No. %

control group 08 08%

experimental group 08 50%

Total 80 100%

3.5 Variables of the Study:

The researcher classified variables into dependent and independent variables.
The independent variable included two active learning strategies which are
(reciprocal teaching and checking out strategy), Whereas the dependent variable
consisted of some listening skills.

3.6 Instruments of the study:

To achieve the objectives of the study, the researcher build two tools:

A. A Checklist for identifying listening comprehension skills of tenth graders.

B. Pre-post test to reveal the effect of these strategies on listening skills.

3.7 A list of listening skills:

A. Definition:
It is defined as a list of making or arranging skills or items that are graded
based on specific criteria to be chosen later for research purposes.
B. Construction of a list of listening skills:

The checklist aimed at determining the most important listening

comprehension skills needed for tenth grade pupils. It was presented to specialists in
the field of teaching English (University faculty members, secondary stage English,

6
supervisors and senior teachers) for determining the skills.

The checklist was designed in the light of the review of literature related to the
listening comprehension skills of the previous studies.

The principle checklist consisted of (15) skills. Likert type scale was used to
determine the importance of these skills. Respondents were asked to determine the
importance (necessity) of each of the listening comprehension skills by ticking their
suitable choice for each skill according to the scale (very necessary, necessary, less
necessary).

After that, the relative weight was calculated The six most important skills
were selected, which received more than (85%) respectively To be included in the
collection test. The most important skills according to The result appears after
applying the listening skills list in Table (3.2) below.

Table (3.2): Final form of listening skills

NO. Items Very Necessary Less

Necessary necessary
Bottom-up (text based)
1 Identifying the main idea
2 Extracting specific information
3 Guessing the meaning of un known
words
Top down (listener-based)
1 Identifying the speakers
2 Specifying the place of speaking
3 Recognizing what some words mean

3.8 The listening Comprehension Skills Test (LCST):

In order to determine the effect of using some active learning strategies to
develop EFL tenth graders listening comprehension skills, The researcher designed
the test according to the table of specifications illustrated in Table (3.3). He included
six skills in the test depending on the results of the checklist analysis. He calculated

6
 the relative weight for each skill and number of the questions.

Table (3.3): specifications of the test

Listening Numbe Guess Identify Identify Extract Identify Recognize Total

skills r of the the the specific the what
the %011
periods speakers informati main something
meaning place
on idea mean
%01
unknown %01
%01 %01 %01

%01

Contents

Unit7 3 1 2 1 2 1 2 9

lesson

one

%10
Lesson two 3 1 2 1 2 1 2 9

%10

Unit8 3 1 2 1 2 1 2 9

Lesson

one

%10
Lesson two 3 1 2 1 2 1 2 9

%10

Total/100% 21 0 0 0 0 0 0 33

Aim and description of the test:

The test was intended to measure the improvement of the listening
comprehension skills among EFL tenth grade pupils through using some active
learning strategies. This test was limited to the six listening comprehension skills that

6
were identified by the LCSQ. Each item (question) in the test represented a listening
comprehension skill from the six skills that were identified in the final form of the
LCSQ. Items of the test took the form of multiple choice questions, Wh- questions
and True or False questions.

5 Validity of the test:

There are two types of validity of the test:

A. The referees validity:

The Active Learning Strategies were checked by )15) referees from the IUG,
Al-Aqsa university, Al-Quds Open University and from the Ministry of Education to
ensure its clarity and relevance. Ambiguous items were modified and clarified
according to their suggestions.

B. Internal validity:

The internal validity coefficient was computed by using Pearson formula. The
following table (3.4) show the data analysis of the correlation coefficient of each
item with the skills it belongs to compare the whole degree of the test by using the
SPSS.

Table (3.4): Correlation coefficient of the test items in the six skills

Pearson
NO. Q Sig. level
Correlation

Guess the meaning unknown

1 Q4 0.73 sig. at 0.01

2 Q6 0.62 sig. at 0.01

3 Q8 0.62 sig. at 0.01

4 Q12 0.69 sig. at 0.01

5 Q15 0.62 sig. at 0.01

7
 Pearson
NO. Q Sig. level
Correlation

6 Q23 0.73 sig. at 0.01

7 Q28 0.82 sig. at 0.01

8 Q34 0.74 sig. at 0.01

Identify the speakers

1 Q1 0.59 sig. at 0.01

2 Q13 0.62 sig. at 0.01

3 Q19 0.62 sig. at 0.01

4 Q32 0.75 sig. at 0.01

Identify the place

1 Q2 0.52 sig. at 0.01

2 Q7 0.62 sig. at 0.01

3 Q14 0.72 sig. at 0.01

4 Q18 0.83 sig. at 0.01

5 Q21 0.67 sig. at 0.01

6 Q24 0.66 sig. at 0.01

7 Q25 0.71 sig. at 0.01

8 Q33 0.69 sig. at 0.01

Extract specific information

1 Q11 0.58 sig. at 0.01

7
 Pearson
NO. Q Sig. level
Correlation

2 Q22 0.62 sig. at 0.01

3 Q29 0.78 sig. at 0.01

4 Q35 0.68 sig. at 0.01

Identify the main idea

1 Q3 0.68 sig. at 0.01

2 Q4 0.74 sig. at 0.01

3 Q17 0.59 sig. at 0.01

4 Q20 0.81 sig. at 0.01

5 Q27 0.78 sig. at 0.01

6 Q30 0.82 sig. at 0.01

7 Q31 0.57 sig. at 0.01

8 Q36 0.61 sig. at 0.01

Recognize what something mean

1 Q35 0.78 sig. at 0.01

2 Q35 0.58 sig. at 0.01

3 Q35 0.79 sig. at 0.01

4 Q35 0.61 sig. at 0.01

r table value at df (15-2) and sig. level (0.05) =

0.46 r table value at df (15-2) and sig. level (0.01)

= 0.59

There is a correlation between item and the total degree and each skill with the
other skill at sig. level (0.01) that shows a high internal consistency of the Test which

7
 reinforces the validity of the Test. In the table below, the researcher demonstrate
Distribution of test questions by skill and field.

Table (3.5): Distribution of test questions by skill and field

NO Skills Items Field Total

Get the synonym of the word noble Bottom
………………………… . up
The opposite of the word (take) . Bottom
Guessing up
2 the meaning Find the opposite of the word (modern). 0
unknown Bottom
up
The opposite of the word Bottom
(early)………………….. . up
Guess the opposite of( Bottom
right)…………………………………. . up
The synonym of the word (tired). Bottom
up
The opposite of the word( Bottom
slowly)…………………… . up
Guess the synonym of" continue Bottom
"……………………………. . up
Who ascended to heaven at night "AL Israa"? Bottom
1 Identifying up 0
the speakers Who is the Speaker A?…………………….. . Bottom
up
Who began having a good friend? Bottom
up
Speaker B is a……………… . Bottom
up
The capital of Palestine. It is…………………. . Bottom
up

7
NO Skills Items Field Total
It is the crossroad of three continents(Asia, Africa Bottom
and Europe). It is ………………….. . up
Identifying Were is the Place?………………………….... . Bottom
3 the place up
Where did Tariq and Mrs. Dee go? Bottom
up 0
Were the operation will happen Bottom
?…………………… . up
Where did you buy the juice from? Bottom
up
Samar talked with Dema about Bottom
the………………………. . up
The place of conversation is a hospital. (T) (F) Bottom
up
Write the name of the mosque mentioned in the Top down
Extracting paragraph?
0 specific The problem of Waleed is in Top down
information the……………………… . 0
Tariq asks…………………. and........................to Top down
write the name .
What is the spelling of (Dee)e.g. please? Top down
What is the main idea of Top down
paragraph(2)?....................... .
The first paragraph refers Top down
to………………………….... .
0 Identifying What is the topic that the speakers are talking Top down 0
the main about?
idea What does paragraph 2 Top down
show?......................................... .
What do you understand from paragraph (6)? Top down

7
NO Skills Items Field Total
what is the main idea of the dialogue between Top down
Tariq and Mrs. Dee?
What is the main idea of conversation(1)? Top down
What is the main idea of dialogue(2)? Top down
"The heart of the old city" means. Top down
Recognizing Archeological remains are mostly Top down
3 what from…………………and……………… .
something What does speaker mean? Top down 0
mean The operation went perfectly" means that it Top down
succeeded.(T) (F)
33
The researcher distributed test questions based on Table of specifications, the
results analysis of checklist skills and percentage weight in the targeted units.

Table (3.6): Correlation between the listening skills with the total

Guess Identify Recognize

Identify Identify Extract
the the what
Domains the the specific Total
meaning main something
speakers place information
unknown idea mean

Guessing
the meaning 1
unknown

Identifying
**0.52 1
the speakers

Identifying
**0.62 **0.59 1
the place

Identifying 1
**0.75 **0.82 **0.50
the place

7
 Guess Identify Recognize
Identify Identify Extract
the the what
Domains the the specific Total
meaning main something
speakers place information
unknown idea mean

Identifying 1
the main **0.69 **0.64 **0.71 **0.72
idea

Recognizing 1
what
**0.77 **0.73 **0.64 **0.64 **0.59
something
mean

Total **0.73 **0.56 **0.69 **0.69 **0.61 **0.66 1

r table value at df (18-2) and sig. level (0.05) =

0.46 r table value at df (18-2) and sig. level (0.01)

= 0.59

As shown in the table (3.6), there is a correlation between the six skill and the
total degree and each skill with the other skills at sig. level (0.01) that shows a high
internal consistency of the Active Learning Strategies.

Coefficient of difficulty and discrimination for each of the test paragraphs:

Two groups of the sample were selected. The first group obtained the highest
marks in the test and the size was 27% of the survey sample, which is equivalent to
(9) students and called the upper group. The second group obtained the lowest grades
in the test was 27% of the study sample, And it called the lower group. The difficulty
and discrimination coefficients were found for each of the test paragraphs as follows:

7
 Table (3.7): coefficient of difficulty and discrimination for each of the test
paragraphs

coefficient coefficient
coefficient of of coefficient of of
Questions Questions
discrimination discrimination
difficulty difficulty

Q1 0.56 0.67 Q19 0.77 0.62

Q2 0.45 0.72 Q20 0.28 0.27

Q3 0.44 0.44 Q21 0.62 0.62

Q4 0.44 0.56 Q22 0.69 0.51

Q5 0.67 0.56 Q23 0.69 0.58

Q6 0.44 0.33 Q24 0.78 0.46

Q7 0.68 0.56 Q25 0.76 0.42

Q8 0.45 0.61 Q26 0.54 0.73

Q9 0.38 0.44 Q27 0.69 0.65

Q10 0.46 0.56 Q28 0.54 0.58

Q11 0.33 0.61 Q29 0.69 0.42

Q12 0.58 0.44 Q30 0.69 0.65

Q13 0.62 0.56 Q31 0.23 0.76

Q14 0.45 0.39 Q32 0.23 0.35

Q15 0.44 0.44 Q33 0.54 0.73

Q16 0.58 0.44 Q34 0.77 0.38

Q17 0.44 0.44 Q35 0.38 0.42

7
 coefficient coefficient
coefficient of of coefficient of of
Questions Questions
discrimination discrimination
difficulty difficulty

Q18 0.63 0.39 Q36 0.22 0.62

Reliability:

The test is reliable when it gives the same results if it is reapplied in the same
conditions. The researcher used the pilot study to calculate the reliability of the test
which was measured by Alpha Cronbch , Richardson and kuder 21.(Alagha:1996)

A. Alpha Cornbach Method:

A total sample of (30) students participated in testing the reliability of the test,
while Alpha formula was used to determine the reliability of the test as shown in
table (3.8)

Table (3.8): Alpha Correlation listening skills

Number
Scope Correlation
of items

Guessing the meaning unknown 8 0.74

Identifying the speakers 4 0.81

Identifying the place 8 0.86

Identifying the place 4 0.84

Identifying the main idea 8 0.81

Recognizing what something mean 4 0.87

Total 36 0.88

The results of table (3.8) show that the ranges of reliability of the item were 0.88.

7
 B. Richardson and kuder 21 Method:

A total sample of (30) students participated in testing the reliability of the

Active Learning Strategies, Richardson and kuder 21 formula was used to determine
the reliability of the Active Learning Strategies as shown in table (3.9).

Table (3.9): Richardson and kuder 21 Active Learning Strategies

Richardson and kuder 21 M Level

8.03 38 Active Learning Strategies

The results of table (3.9) show that the ranges of reliability of the item were
above 0.86.

Groups Equivalence. The equivalence of the two groups (the experimental

group and the control) of the test was checked. So that they were equivalent .

Table (3.10): Statistics difference between the mean scores of pre test of the
experimental group and control group in Active Learning Strategies

N Standard
The skills Test Mean T Significances
deviation

Guessing control group 40 4.73 1.47

unknown experimental 0.49 0.62

the meaning group 40 4.88 1.22

control group 40 3.4 0.96

Identifying
experimental 0.61 0.54
the speakers
group 40 3.53 0.88

control group 40 4.23 1.44

Identifying
experimental 0.56 0.57
the place
group 40 4.05 1.34

Identifying control group 40 3.25 0.9 0.38 0.70

7
 N Standard
The skills Test Mean T Significances
deviation

the place experimental

group 40 3.18 0.84

Identifying control group 40 3.6 1.53

the main experimental 0.010 0.99

idea group 40 3.6 1.5

Recognizing control group 40 2.75 0.84

what
experimental 0.89 0.89
something
mean group 40 2.73 0.91

control group 40 22 4.47

Total experimental 0.06 0.99

group 40 22 3.95

t table value at df (78) and sig. level (0.05) =

2.58 t table value at df (78) and sig. level (0.01)

= 1.96

The previous table shows that there are no statistically significant differences at
α≤0.05 in the mean scores of the experimental group.

3.8 Statistical treatment and analysis:

In order to analyze the data, the researcher used the SPSS statistical packages
as a statistical technique. The following statistics was used:

A. The data were collected and computed by using Pearson correlation, Alpha
Cornbach and Split-half techniques to confirm the validity and reliability.
B. Means and percentages were also utilized.
C. T. test Samples Statistics were used .
This chapter discussed the methodology of the study which was mainly
concerned with identifying participants, design of the study, the instruments used in
8
this study, determining the validity and reliability of the research instrument, data
collection and procedures.

3.9 Procedures of the study:

The following procedures were followed to conduct the current study:
A. Reviewing the previous literature and surveying the studies related to
Scaffolding strategies and listening comprehension skills.
B. Extracting a list of listening comprehension skills from the related literature.
C. Interviewing some teachers to pinpoint listening skills that can be developed.
D. Making a pilot study to identify the listening skills learners need.
E. Identifying the needed listening skills through tools of study.
F. Creating the study instruments.
G. Creating a checklist including listening skills.
H. Asking teachers to identify listening skills needed to develop.
I. Constructing the LCST and presenting it to jurors for validation.
J. Calculating the LCST reliability
K. Using two active learning strategies that are reciprocal and checking out
based on scaffolding strategy which can develop listening skills for students
L. Implementing the treatment through training participants of the experimental
group on the scaffolding strategies, while the control group studies was
taught by traditional way.
M. Implementing pre-posttest on both groups (control and experimental).
N. Analyzing the data using the appropriate statistical techniques.
O. Interpreting results and making conclusions and recommendations.

conclusion
This chapter discussed the methodology of the study which was mainly
concerned with identifying participants, design of the study, the instruments used in
this study, determining the validity and reliability of the research instrument, data
collection and procedures.

8
 Chapter Four

Results& Data analysis

 Chapter Four
Results& Data analysis

4.1Introduction:
The aim of the study is investigate the effect of some active learning strategies;
reciprocal teaching strategy based scaffolding and checking out based scaffolding, on
the development of listening skills for 10th grade students in Gaza. In order to
achieve the objectives of the study and answer the questions, the researcher used
different statistical models such as using the SPSS program which used to present
the results of the final data. These results were analyzed and interpreted by the
researcher.

4.2. Data Analysis

4.2.1 The Answer of the first question:

The first question was "What are the required listening skills that 10th graders
need to develop teacher perspectives"?

To answer this question, the researcher developed a list of the most important
listening skills to reach to the most important and most appropriate skills for the
students of the tenth grade and these skill are available in the English language book.
A list of (15) skills was used to reach to the most important ones. The researcher
continued to stated choose these skills and to reach them using his personal
experience and the results of previous studies and expert opinions.

This list was presented to a group of English professor in universities, English

supervisors and English teachers to assess the importance of listening skills for tenth
grade. The relative weight of each skill was calculated. The most important skills
were selected which took Over 85%. The researcher classified these skills in Two
levels:

A. Bottom-up (text based)

1. Identifying the main idea
2. Extracting specific information idea
3. Guessing the meaning of un known words

8
 B. Top down (listener-based)
1. Identifying the speakers
2. Specifying the place of speaking
3. Recognizing what some words mean

4.2.2 The Answer of the second question:

The second question was "What are the features of strategies that can help
tenth graders to develop their listening skills"?

To answer this question, the researcher reviewed some of the literatures and
previous studies related to active learning strategies (reciprocal teaching strategy
based scaffolding and checking out based scaffolding) to develop listening skills.
The researcher noted that the researchers in Gaza and Palestine in general did not
address the study of the strategies that used by the researcher, and the researcher
relied on his personal experience and the results of his previous studies to learn the
advantages of applying these strategies to develop listening skills in English for the
tenth grade students (see pages,21-32).

4.2.3 The Answer of the third question:

The third question was " To what extent do two active learning strategies
affect on developing tenth graders' listening comprehension skills "?

The researcher answered this question by testing the following hypothesis:

There are no statistically significant differences at (α ≤ 0.05) between the

mean scores of the experimental and control group in the post test of listening
comprehension skills.

To examine the first hypothesis, means and standard deviation of both groups'
results on the post listening Comprehension Skills test were computed. T-test
independent sample was used to measure the significant differences. See table( 4.1).

Table (4.1): Means, standard deviation, (T) value revealing significance

among experimental and control group on the post test on Active Learning
Strategies

8
 N Standard
Skill Group Mean T Significances
deviation

experimental
Guessing 40 6.3 1.45
group
the unknown 5.06 0.00
meaning control
40 4.8 1.18
group

experimental
40 3.73 0.55
Identifying group
2.68 0.00
the speakers control
40 3.33 0.76
group

experimental
40 5.43 1.62
Identifying group
3.92 0.00
the place control
40 4.05 1.52
group

experimental
40 3.75 0.93
Identifying group
4.25 0.00
the place control
40 2.88 0.91
group

experimental
40 4.93 1.54
Identifying group
5.85 0.00
the main idea control
40 3.23 1
group

Recognizing experimental
40 3.75 0.87
what group
5.6 0.00
something
mean control 40 2.63 0.9

8
 N Standard
Skill Group Mean T Significances
deviation

group

experimental
40 27.9 4.31
group
Total 7.54 0.00
control
40 20.9 4.06
group

t table value at df (78) and sig. level (0.05) =

2.58 t table value at df (78) and sig. level (0.01)

= 1.96

Table (4.1) shows that the T. Computed value (7.54) is larger than (T)Table
(1.96) in the test, which means that there are statistically significant differences at
(α=0.01) in the mean scores of the listening Comprehension Skills post test between
the control group (taught listening Comprehension Skills by the traditional way) and
that of the experimental one (taught listening Comprehension Skills by using two
active learning strategies (Reciprocal teaching strategy based scaffolding and
Checking out based scaffolding). These significant differences were in favor of the
experimental group.

The mean scores of the experimental group in the post-test is (27.9), whereas
the mean scores of the control group is (20.9). This result indicates that using two
active learning strategies (Reciprocal teaching strategy based scaffolding and
Checking out based scaffolding) is more effective than the traditional method in
developing the students' listening Comprehension Skills. These significant
differences were in favor of the experimental group.

The mean scores of the experimental group in the post-test to "guessing the meaning
unknown" skill is(6.3), whereas the mean scores of the control group is (4.8). This
result indicates that using two active learning strategies (Reciprocal teaching strategy
based scaffolding and Checking out based scaffolding) is more effective than the
traditional method in developing the students skill' Guessing the unknown meaning.
These significant differences were in favor of the experimental group.
8
 The mean scores of the experimental group in the post-test for the skill
"identifying the speakers" is (3.73), whereas the mean scores of the control group is
(3.33). This result indicates that using two active learning strategies (Reciprocal
teaching strategy based scaffolding and Checking out based scaffolding) is more
effective than the traditional method in developing the students' Identify the speakers
Skill. These significant differences were in favor of the experimental group.

The mean scores of the experimental group in the post-test for the skill
"identifying the place" is (5.43), whereas the mean scores of the control group is
(4.05). This result indicates that using two active learning strategies (Reciprocal
teaching strategy based scaffolding and Checking out based scaffolding) is more
effective than the traditional method in developing the students' Identify the place
Skill. These significant differences were in favor of the experimental group.

The mean scores of the experimental group in the post-test for the skill
"extracting specific information" is (3.75), whereas the mean scores of the control
group is (2.88). This result demonstrated that using two active learning strategies
(Reciprocal teaching strategy based scaffolding and Checking out based scaffolding)
is more effective than the traditional method in developing the students' Identify the
place Skill. These significant differences were in favor of the experimental group.

The mean scores of the experimental group in the post-test test for the skill
"identifying the main idea" is (4.93), whereas the mean scores of the control group is
(3.23). This result shows that using two active learning strategies (Reciprocal
teaching strategy based scaffolding and Checking out based scaffolding) is more
effective than the traditional method in developing the students' Identify the main
idea Skill. These significant differences were in favor of the experimental group.

The mean scores of the experimental group in the post-test for the skill
"recognizing what something mean" is (3.75), whereas the mean scores of the control
group is (2.63). This result states that using two active learning strategies (Reciprocal
teaching strategy based scaffolding and Checking out based scaffolding) is more
effective than the traditional method in developing the students' Recognize what

8
something mean Skill. These significant differences were in favor of the
experimental group.

These statistical means show that the effect of these strategies (Reciprocal
teaching strategy based scaffolding and Checking out based scaffolding) on
developing the chosen listening skills are very highly positive.

To measure the effect of active learning strategy through using the calculated
of (T) value and measuring the effect size through Eta square value (µ1).

It is clear in the table (4.2) that significance of the effect size is calculated
through (t) test according to the following criteria:

 If the effect size = 0.2, it is weak (low).

 If the effect size = 0.5, it is accepted.
 If the effect size = 0.8, it is high.(ALagah:1996).
Table (4.2): Measuring the effect size

Skills T Eta The effect size

Active Learning Strategies 4.31 8.02 High

This result was in consensus with the majority of the finding of previous
studies. All of them nearly showed the effectiveness of active learning strategies in
developing various English skills especially listening comprehension skills.

There are no statistically significant differences at (α ≤ 0.05) between the

mean scores of the experimental group in the pre-post test of listening
comprehension skills in reciprocal teaching and checking out based on
scaffolding strategy.

The results in table (4.3) showed that there are statistically significant
difference between the mean scores of experimental group pupils in the pre- post test
in favor of post test.

8
Table (4.3): Means, standard deviation, (t) value revealing significance among
experimental group on pre-post test on Active Learning Strategies

Test N Standard
The skills Test Mean T Significances
deviation

experimental
Guessing Pre 40 4.88 1.22
group
the meaning 4.74 0.00
unknown experimental
Post 40 6.3 1.45
group

experimental
Pre 40 3.11 0.88
Identifying group
3.55 0.02
the speakers experimental
Post 40 3.73 0.55
group

experimental
Pre 40 4.05 1.34
Identifying group
4.14 0.00
the place experimental
Post 40 5.43 1.62
group

experimental
Pre 40 3.18 0.84
Identifying group
2.90 0.005
the place experimental
Post 40 3.75 0.93
group

experimental
Identifying Pre 40 3.6 1.5
group
the main 3.88 0.00
idea experimental
Post 40 4.93 1.54
group

Recognizing experimental Pre 40 2.73 0.91 5.16 0.00

what group

8
 Test N Standard
The skills Test Mean T Significances
deviation

something experimental
Post 40 3.75 0.87
mean group

experimental
Pre 40 22 3.95
group
Total 6.41 0.00
experimental
Post 40 27.9 4.31
group

t table value at df (38) and sig. level (0.05) =

2.58 t table value at df (38) and sig. level (0.01)

= 1.96

Table (4.3) shows that the T. Computed value (6.41) is larger than T. Table
(2.58) in the test, which means that there are statistically significant differences at (α
≤ 0.05) between mean scores of experimental group in the pre post test in favor of
post test. The mean scores of the experimental group in the post-test is (27.9),
whereas the mean scores of the experimental group in the pre-test is (22). Based on
the findings, the researcher noticed that the means between pre and post test of
experimental are very high and positive in favour of post test. This indicates that the
effect and the impact of these strategies is very clear in the findings of post test.

The mean scores of the experimental group in the post-test for the skill
"guessing the meaning unknown" is(6.3), whereas the mean scores of the
experimental group in the pre-test (4.8). This result indicates that using two active
learning strategies (Reciprocal teaching strategy based scaffolding and Checking out
based scaffolding) is more effective than the traditional method in developing the
students' Guessing the unknown meaning Skill. These significant differences were in
favor of the post test.

The mean scores of the experimental group in the post-test for the skill
"identifying the speakers" is (3.73), whereas the mean scores of the experimental
group in the pre-test is (3.33). This result states that using two active learning

9
strategies (Reciprocal teaching strategy based scaffolding and Checking out based
scaffolding) is more effective than the traditional method in developing the students'
Identify the speakers Skill. These significant differences were in favor of the post
test.

The mean scores of the experimental group in the post-test for the skill
"identifying the place" is (5.43), whereas the mean scores of the experimental group
in the pre-test is (4.05). This result indicates that using two active learning strategies
(Reciprocal teaching strategy based scaffolding and Checking out based scaffolding)
is more effective than the traditional method in developing the students' Identifying
the place Skill. These significant differences were in favor of the post test.

The mean scores of the experimental group in the post-test for the skill
"extracting specific information" is (3.75), whereas the mean scores of the
experimental group in the pre-test is (2.88). This result shows that using two active
learning strategies (Reciprocal teaching strategy based scaffolding and Checking out
based scaffolding) is more effective than the traditional method in developing the
students' Identify the place Skill. These significant differences were in favor of the
post test.

The mean scores of the experimental group in the post-test test for the skill
"identifying the main idea" is (4.93), whereas the mean scores of the experimental
group in the pre-test is (3.23). This result states that using two active learning
strategies (Reciprocal teaching strategy based scaffolding and Checking out based
scaffolding) is more effective than the traditional method in developing the students'
Identify the main idea Skill. These significant differences were in favor of the post
test.

The mean scores of the experimental group in the post-test for the skill
"recognizing what something mean" is (3.75), whereas the mean scores of the
experimental group in the pre-test is (2.63). This result demonstrates that using two
active learning strategies (Reciprocal teaching strategy based scaffolding and
Checking out based scaffolding) is more effective than the traditional method in

9
developing the students' Recognize what something mean Skill. These significant
differences were in favor of the post test.

Conclusion
The study reveals that EFL students at secondary schools badly need to
develop listening skills of English language that are closely related to EFL culture
such as using the reduced or abbreviated forms of words and discriminating between
the feelings of EFL speakers.

Moreover," predicting the next ideas" skill is considered a very important skill
that needs to develop .However," recognizing what words mean" skill is considered
the least required listening skill that the students needs to improve as it is considered
an easy skill because the students deal with isolated and separated words.
Furthermore, the study shows that the effect of using active learning strategies is
very positive and clear at experimental . Thus, using these strategies clarifies that the
students get use of working together ,cooperating and sharing ideas and answers, and
allowing them more participation and discussion between students.

Furthermore, active learning strategies revealed that students organized their

learning by giving other colleagues the opportunities to answer and participate
without limits.

Thus, the effect of utilizing active learning strategies is greatly noticed and
considered as a tool for developing and improving English listening skills of students
at secondary schools.

9
 Chapter Five
Findings and Discussions of results
and Recommendation
 Chapter Five
Findings and discussions of results and recommendations

5.1 Introduction:
This chapter deals with the gist of the study that represents the most important
findings, conclusions and pedagogical implications. The researcher also provides
some recommendations which can be beneficial for curriculum designers, educators,
teachers and researchers because they can help improve the teaching learning
process, especially listening comprehension. This chapter also reveals other
suggestions for further studies that may help others researcher to investigate related
topics.

5.2 Discussion of the findings:

The research questions were stated in this study to identify the effect of using
some active learning strategies (reciprocal teaching strategy based scaffolding and
checking out based a theory of educational scaffolding) on the development of
listening skills of the tenth grade in Gaza. The results showed that the use of these
strategies has a significant impact on the levels of listening skills of students for the
experimental group (which was taught using active learning strategies) compared to
the results of the control group (which was taught in the traditional way). The main
findings of the study will be reviewed and discussed in the following points:

5.2.1 Discussion and interpretation of the first question:

The researcher observed that there are many listening skills regarded very
important for 10th graders at Al Doha secondary school. These skills are
closely related to three domains. These skills are actually derived from the
content analysis of 10th curriculum. Moreover, these skills addressed the
reality of the Palestinian classroom. However, these skills were neglected and
weren’t taught by a lot of EFL teachers . Moreover, the researcher strongly
believes that listening skills in general are ignored. Thus, it is necessary to
identify listening skills that 10th graders need to develop.

04
5.2.2 Discussion and interpretation of the second question:
In light of findings of the second question, the researcher thinks that the most
important features for checking out and reciprocal teaching strategy are
considered learner-centered approach which clearly refers to active learning
strategies. The active learning strategies are considered the most effective
way to improve and develop different language skills that students need in
their learning process. Thus, checking out strategy includes many steps, and
all its steps lead to achieve good results. This strategy is a new one in
Palestine. Thus, using it is considered a very unique step towards utilizing
real active strategies that contribute largely in developing English language
skills generally and listening skills in particular .

5.2.3 Discussion and interpretation of the third question:

In light of findings of the third question, the researcher concludes that there
was a very positive effect of these strategies on developing different listening
skills. This indicates that these skills ought to be included in the Palestine
curricula. Moreover, EFL supervisors ought to train teachers to implement
them in their classroom. Thus, it is necessary for ministry of education in
Palestine to adopt these strategies in teachers' guide to clarify them to
teachers about how to use them correctly. Moreover, the researcher thinks
that the benefits of these strategies are various. Thus ,educators should gather
them to proliferate them among teachers and pupils.

5.3 Interpretation of the results of the first hypothesis:

The researcher investigates the first hypothesis, which examined if there were
statistically significant differences at (α ≤ 0.05) between the mean scores of the
experimental and control group in the post test of listening comprehension skills. The
results indicate that the T. Computed value (7.54) is larger than T. Table (1.96) in the
test, which means that there are statistically significant differences at (α=0.01) in the
mean scores of the listening comprehension skills of posttest between the control
group (taught listening Comprehension Skills by the traditional way) and that of the
experimental one (taught listening Comprehension Skills by using two active
learning strategies (Reciprocal teaching strategy based scaffolding and Checking out
based scaffolding).

05
There was also a statistically significant difference between the means of both
groups in favor of the experimental group. The mean scores of the experimental
group in the post-test is (27.9), whereas the mean scores of the control group is
(20.9).

This result indicates that utilizing two active learning strategies (Reciprocal
teaching strategy based scaffolding and checking out based scaffolding) is more
effective than the traditional method on developing the students' listening
comprehension skills. In addition, the researcher finds that the effect size of using
two active learning strategies (Reciprocal teaching strategy based scaffolding and
Checking out based scaffolding) is large in the total scores of the listening
comprehension skills of posttest which indicated that the effect of using some active
learning strategies was statistically significant.

The results show that some active Learning Strategies (reciprocal teaching
strategy based scaffolding and checking out based scaffolding) developed listening
comprehension skills of Palestinian tenth graders students by equipping them with
proper listening strategies.

Through the application of the reciprocal teaching strategy based on the theory
of educational scaffolding, the teacher encouraged students to learn and establish an
effective dialogue and discussion among them. These strategies include also dividing
students into groups and distributed roles where they listened to a specific text in
English appropriate to their age and then write down their observations on the
audible text and then are subjected to discussion and dialogue among members of
each group to gain access to all required listening skills, While applying reciprocal
teaching strategy based on the theory of educational scaffolding, the teacher made
room for the student to preview the text that will listen and evaluate the content
based on certain elements such as title, author and others. After implementing the
post-examination of the mentioned strategies, it is noticed that there is a high effect
of these strategies on developing listening comprehension skills' of 10th graders.

This result confirms the result of Sugeng(2018), Ramadan (2017), Khalilieh

(2016), Elkomy (2016), Almutuq (2016), and Al Amudi (2015) studies which prove
the positive effect of utilizing some active learning strategies on developing tenth

06
graders' listening comprehension skills in Gaza. As a result, the hypothesis is
accepted in this study.

5.3.1 Interpretation of the results of the second hypothesis:

The researcher investigates the second hypothesis, which examined if there
were no statistically significant differences at (α ≤ 0.05) between the mean scores of
the experimental group in the pre-post test of listening comprehension skills in
reciprocal teaching and checking out based on scaffolding strategy. The results
indicate that the T. Computed value (6.41) is larger than T. Table (2.58) in the test,
which means that there are statistically significant differences at (α ≤ 0.05) between
mean scores of experimental group in the pre-posttest in favor posttest.

There is also a statistically significant difference between the means of

experimental group in favor of posttest. The mean scores of the experimental group
in the post-test is (27.9), whereas the mean scores of the experimental group in the
pre-test is (22). Based on the findings, the researcher notices that as shown from the
table, the means between pre and post test of experimental are very high and positive
in favour of posttest. This indicates that the effect and the impact of these strategies
is very clear in the findings of posttest.

The results show that some active learning strategies developed listening
comprehension skills of Palestinian tenth graders students by equipping them with
proper listening strategies.

Conclusion
In the light of the study findings, it can be concluded that the current study
developed listening comprehension skills' 10th graders. Moreover, the use of Some
Active Learning Strategies (reciprocal teaching strategy based scaffolding and
checking out based scaffolding) create an active, co-operative and enjoyable learning
environment.
Based on the results obtained throughout the current study, it can be concluded
that:
1. The selected active learning strategies develop English listening skills among
10th grade students, as revealed by the post-test results.

07
 2. They motivate students to learn and discuss effectively among themselves
through the application of the reciprocal teaching strategy based on the theory of
educational scaffolding.
3. They Encourage students to participate effectively and learn self-reliability by
applying the reciprocal strategy based on the theory of educational scaffolding.
4. They create an advanced learning environment that relies on learning rather
than indoctrination.

Pedagogical Implications:
In light of the study results, the researcher suggests the following:
1. EFL teachers ought to apply active learning strategies instead of relying on
the traditional method of teaching so that the students become more involved
in the educational process, and thus, more effective participation and
cooperation are involved with other students.
2. The reciprocal teaching strategy based on the theory of educational
scaffolding encourages students to participate actively and discuss among
themselves and take notes to obtain logical answers from the teacher.
3. Both strategies based on the theory of educational scaffolding makes the
students depend on themselves in the evaluation of content.
4. The application of active learning strategies contributes in the observation of
individual differences among students so that the teacher takes into account
these differences in teaching.

Recommendations:
1. The Ministry of Education and Higher Education should develop the
educational process through implementation of active learning strategies and
provide the necessary human and material resources for the directorates of
education in the governorates of Gaza.
2. School administrations should encourage English language teachers to apply
active learning strategies ( the reciprocal teaching strategy based on
educational scaffolding ) when teaching listening skills to students.
3. It is recommended to demonstrate the several benefits of these strategies
achieved by students in applying active learning strategies in teaching.

08
 4. It is recommended that EFL students to listen to English in their free time to
develop their listening skills.
5. It is recommended that EFL teachers should be given specialized training
courses in applying and using of active learning strategies including the
reciprocal teaching strategy and checking out based on the theory of
educational scaffolding.
6. It is recommended that conducting competitions among students about
listening activities to develop their listening skills.
7. It is recommended that higher education institutions to adopt these strategies
in the field of teaching English language.

Suggestions for further Studies:

1. Conducting a study on the effect of utilizing the reciprocal teaching strategy
based on theory of educational scaffolding on the development of reading
skills among students.
2. Conducting a study on the effect of using checking out strategy based on the
theory of educational scaffolding on the development of students' reading
skills.
3. Conducting a study on the effect of utilizing the reciprocal teaching strategy
based on the theory of educational scaffolding to develop students' speaking
skills.
4. Conducting other studies on the effect of other active learning strategies to
develop other English language skills of EFL students.

09
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Appendixes
 Appendix (1)
English listening Comprehension Skills checklist

for "10 Graders"

The Islamic University of Gaza

Postgraduate Studies Deanship

Faculty of Education
English Curriculum & instruction Department

English listening Comprehension Skills checklist for

"10 Graders "

The researcher is conducting a study entitled "The Impact of Using Some

Active Learning Strategies on Developing Tenth Graders' Listening Comprehension
Skills in Gaza".
One of the requirements of this study is to construct a checklist of the most
important listening comprehension skills in order to build an achievement test . Thus
,the researcher has listed the listening comprehension skills for tenth Graders as
presented in the English Language Curriculum (2018).
you are kindly requested to look carefully at the items of the list and Mark (X)
so as to determine the most important sub skills that should be taught for the tenth
graders.

The Researcher,
Ihab H. Madi

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 Listening skills checklist
NO Items Very important Not
important important
Bottom-up (text based)
1 Identify the main idea
2 Extract specific information
3 Guess the meaning of un known
words
4 Predicting the following ideas
5 Recognizing cohesive devices.
Top down (listener-based)
1 Identify the speakers
2 Specify the place of speaking
3 Recognize what some words mean
4 Identify the minimal pairs
5 Determine the difference among
some expressions
Interaction
1 Specify directions and instructions
2 Paraphrase what you hear
3 Guess new words in context
4 Recognize reduced form of words
5 Discriminate between feelings

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 Appendix (2)
Achievement Test

The Islamic University of Gaza

Postgraduate Studies Deanship

Faculty of Education
English Curriculum & instruction Department

Achievement Test
In the Name of Allah the Most Gracious, the Most Merciful

Dear referee,

Subject: Refereeing Achievement listening Test

Thank you in advance for your cooperation. The researcher is carrying out an
MA research on "The Impact of Using Some Active Learning Strategies on
Developing Tenth Graders' Listening Comprehension Skills in Gaza".
The researcher has designed an achievement test for this study. The test
consists of 30 items and it deals with different listening sub-skills; guessing the
meaning and opposites of the words from context, finding supporting details, finding
the main idea, identifying the speaker and recognizing the main topic.
One of the requirements of this study is to conduct pre/post listening
comprehension test.
Please, you are kindly requested to look carefully at the attached test, and fill in
the following form whether the items of the test are suitable or unsuitable.
Your notes and responses will be highly appreciated.

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 Al Doha School for boys
listening comprehension achievement test for the 10th graders
time: 45 minutes
Name\............................Class\.............................Mark\....................

Question one: listen to the dialogue and then answer the following questions: (6 marks)

1. Who ascended to heaven at night "AL Israa"?...........................

2. The capital of Palestine and holy to three monotheistic religions. It is………. .
3. What is the main idea of paragraph(2)?................................................ .
4. Get the synonym of the word noble ………………………… .
5. "The heart of the old city" means.

a- center b- point c- organ d- part

6. The opposite of the word (take) .

a- give b- help c- prevent d- think

Question two: listen to the dialogue and then answer the following questions: (6 marks)

1. It is the crossroad of three continents(Asia, Africa and Europe). It

is a- Palestine b- Egypt c- Jordan d- Iraq

2. Find the opposite of the word (modern).

a- ancient b- new c- holy d- recently

3. The first paragraph refers to…………………………............................ .

4. Archeological remains are mostly from…………………and……………… .
5. Write the name of the mosque mentioned in the paragraph? ………………………………… .
6. The opposite of the word (early)………………….. .

Question three: listen to the dialogue and then answer the question below: (6 marks)
1. Who is the Speaker A?…………………….. .
2. Were is the Place?………………………….... .
3. Guess the opposite of( right)…………………………………. .
4. What does speaker mean?.......................................... .
5. What is the topic that the speakers are talking about?.................................
6. Where did Tariq and Mrs. Dee go? …………………………………………… .
Question four: listen to the paragraph and then answer the following questions: (6 marks)

1. Who began having a good friend? ……………………… .

2. What does paragraph 2 show?........................................... .

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3. Were the operation will happen ?…………………… .
4. The problem of Waleed is in the……………………… .
a- stomach b- heart c- liver d- leg
5. The synonym of the word (tired).
a- exhausted b- hungry c- happy d- sad
6. Where did you buy the juice from?
a- supermarket b- mosque c- school d- hospital
question five: listen to the dialogue and then answer the following questions: (6 marks)

1. Samar talked with Dema about the………………………. .

a- school b- hospital c- park d- Pollution

2. "The operation went perfectly" means that it succeeded.(T) (F)

3. What do you understand from paragraph
(6)? ……………………………………………………….. .
4. The opposite of the word( slowly)…………………… .
5. Tariq asks…………………. and.......................to write the name .
6. what is the main idea of the dialogue between Tariq and Mrs.
Dee? ……………………………… .

Question six: listen to the dialogue and then answer the following questions: (6 marks)

1. What is the main idea of conversation(1)? …………………………………………

2. Speaker B is a……………… .

a- secretary b- nurse c- policeman d- driver

3. The place of conversation is a hospital. (T) (F)

4. Guess the synonym of" continue "……………………………. .
5. What is the spelling of (Dee)e.g. please? ……………………………………… .
6. What is the main idea of dialogue(2)?...................................................... .

The end

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 Appendix (3)
Referees' Name and Titles

No. Name Title Degree Institute

2 Prof. Awad keshta Professor Ph.D. Islamic
University
1 Dr. Samar Abu Shaapan Assistant professor Ph.D. AL-Azhar
University
3 Dr. Jaber Abu Shaweesh Assistant professor Ph.D. Al-Aqsa
University

0 Dr. Rafat Abu Gally University lecture Ph.D. Al-Aqsa

University

0 Dr. Ayman Abu El enieen University lecture Ph.D. Islamic

University
3 Wahbi al sbaky Mr. Supervisor of English M.A. Government
schools
7 Mr. Mohammed Abu Supervisor of English M.A. Government
Nada schools
0 Mrs. Njat Nsr Supervisor of English M.A. Government
schools
9 Mrs. Amal Abu Shrar Supervisor of English M.A. Government
schools
28 Mr. Riad AL Faraa Supervisor of English M.A. Government
schools
22 Mr. Majed Salah Supervisor of English M.A. Government
schools
21 Mr. Iyad ALaham Teacher of English M.A. Government
school
23 Mousa Abu Laban Mr. Teacher of English M.A. Government
school
20 Mr. yusuf Abu Shaqra Teacher of English M.A. Government
school
20 Mr. Naeem Esa Teacher of English M.A. Government
school