SECTION 2: THE APPLICATION OF CONTEXT-BA

SED APPROACH IN TEACHING EFL SKILLS

DISCUSSION:
1/ What approaches do you use
when you teach a grammar point?

2/ How can you develop learners’

motivation in learning English?

3/ What do you know about “transfer

of learning”?
SECTION 2: THE APPLICATION OF CONTEXT-BA
SED APPROACH IN TEACHING EFL SKILLS

Hussien, H. A. H. (2017). The effect of

using context-based learning strategy
REACT on developing secondary stage
students’ achievement in grammar,
motivation and the transfer of learning
on their oral performance. CDELT
Occasional Papers in the Development
of English Education, 63(2), 57-96.
 • Grammar is taught in a separate and isolated
manner( Al Jarnal, 2016)
Introduction • Context-based is a pedagogical methodology base
on the firm conviction that learning is a social
activity ( Mazzeo, 2008; Perin, 2011)
• Teaching grammar in context will give learners an
opportunity to understand how language works and
this will improve their communication skills (Harmer,
1991).
• REACT is one of strategies in contextualization
proposed by (Crawford, 2001).
• Context-based approach aims to increase the
enthusiasm and motivation..( Barker, 1999)
• Fink (2003) defines transfer of learning as the ability
to apply knowledge or procedures learned in one
context to new contexts.
 AIMS OF THE STUDY

The effect of using context-based strategy

01 REACT in improving first secondary
graders’ achievement in grammar

The effect of using context-based

02 strategy REACT in improving first
secondary
graders’ achievement in motivation

The transfer of learning on their oral

03 performance.
 THEORETICAL BACKGROUND
Context-based learning
According to Hull (1995), contextual
learning occurs when students process
new
information or knowledge in such a way Motivation
that it makes sense in their frame of
The success of any action usually depends
reference. REACT Strategy
on the extent to which individuals strive to
Bilgin et al. (2017) define REACT as a strategy that attain their purpose, along with their desire
helps the teachers and students to create relations
to do so (Utari, 2015).
between the new learnt concepts and real life
experience. It consists of five stages: Relating,
Transfer of learning
Experiencing,
Applying, Cooperating and Transferring. Transfer of learning takes place
Teaching Grammar in Context
between a learnt topic and a similar
Teaching grammar in context also provides situation inside or outside the school
a meaningful framework that connects to (Carpenter, 2012).
reality of the targeted language (Anderson,
2005).
 METHODOLOGY

Design of the study Participants

The design of the current study is The participants in the current study
the quasi-experimental pre-post- test were two groups; experimental
control group. group and control group. Each group
had 35 first grade secondary
students

Tools of the study

1/ Treatment materials
2/ Measurement tools
Data analysis

The first hypothesis: There will be a statistically

significant difference between the mean scores
of the grammar achievement test of the
experimental and control groups in the post
administration of the test in favor of the
experimental group.
Data analysis

The second hypothesis:

There will be a statistically significant difference
between the mean scores of the experimental
group in the pre and post administration of the
grammar achievement test in favor of the post
test.
Data analysis

The third hypothesis:

There will be statistically significant differences
between the mean scores of the experimental
group in the pre and post application of the
motivation questionnaire in favor of the post
administration.
Data analysis

The fourth hypothesis:

There will be statistically significant differences
between the mean scores of the experimental
group in the pre and post administration of the
oral performance test in favor of the post test.
 DISCUSSION OF THE RESULTS
The results of the achievement test
01 and motivation questionnaire.
- REACT strategy is learner-centered; it
encourages the learner to be positive and
active in the learning process

The results of the oral performance test

02 The results of the oral performance test showed
that using REACT strategy in teaching grammar USING
has positive effect on the transfer of learning on CONTEXT_BASED
the learners’ oral performance.
STRATEGY
REACT
AUDIENCE PROJ 2-Experiencing: Learning in the context of
ECT exploration and discovery is the heart of
Imagine you want to apply contextual learning.
“experiencing” stage in REACT Learners are encouraged to manipulate
strategy for teaching “present
continuous” tense, how can materials and reach conclusions
you create an activity for this
stage?
themselves. Teachers help students
construct new knowledge with
hand-on
experiences that occur inside the
classroom (Bjornavold, 2000; Falk &
Dierking, 2000).
Q&A
SECTION 2: THE APPLICATION OF CONTEXT-BASED AP
PROACH IN TEACHING EFL SKILLS
Thank you