Gohar, R. (2024). Improving Faculty of Education Students’ EFL Productive Skills and Collaboration through Service Learning. CDELT Occasional Papers in the Development of English Education, 87(1), 479-513. doi: 10.21608/opde.2024.384380
Rehab Hamadtoh A. Gohar. "Improving Faculty of Education Students’ EFL Productive Skills and Collaboration through Service Learning". CDELT Occasional Papers in the Development of English Education, 87, 1, 2024, 479-513. doi: 10.21608/opde.2024.384380
Gohar, R. (2024). 'Improving Faculty of Education Students’ EFL Productive Skills and Collaboration through Service Learning', CDELT Occasional Papers in the Development of English Education, 87(1), pp. 479-513. doi: 10.21608/opde.2024.384380
Gohar, R. Improving Faculty of Education Students’ EFL Productive Skills and Collaboration through Service Learning. CDELT Occasional Papers in the Development of English Education, 2024; 87(1): 479-513. doi: 10.21608/opde.2024.384380
Improving Faculty of Education Students’ EFL Productive Skills and Collaboration through Service Learning
Associate Professor, Curriculum & Instruction Dept. (TEFL) Faculty of Education, Mansoura University, Egypt
Abstract
The current research examined the effect of service learning on improving EFL productive skills (oral and written performance) and collaboration for fourth-year basic education students in the English section of the Faculty of Education. The quasi-experimental design was adopted using a pre-post administration for one research group consisting of 20 students. Instruments designed and used were an EFL oral performance test, an oral performance analytic rubric, an EFL writing performance test, a writing performance analytic rubric, and a collaboration scale. The five main phases of implementing service learning (investigation, planning, action, reflection, and demonstration) were adopted for designing and conducting the treatment. The results revealed that the research group students’ mean ranks in the post-administration of the productive skills tests and the collaboration scale were significantly higher than those in the pre-administration, which emphasizes the large effect of service learning on improving students’ EFL productive skills and collaboration. The research recommends examining the use of service learning for enhancing receptive language skills.
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