The Role of Modeling Teaching Strategy on EFL Preparatory School Students' Achievement
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Abstract
This study aims to investigate the role of Modeling Teaching on EFL Iraqi a preparatory pupils achievement.To obtain learning outcomes that are in accordance with learning objectives requires the ability to choose the right learning strategy, because learning strategies are the most important thing that must be considered in a teaching and learning process. The study hypothesizes that, there is statistically significant difference between the mean scores of the experimental group who is taught by Modeling Teaching strategy and the control group who is taught by prescribed method in post achievement test. The sample of the present study is (60) from the fourth Scientific biological stage pupils selected from AL-Baroudi preparatory school for Girls in Tikrit during the academic year (2023/2024). Both groups have been equalized in the parent’s academic levels, and their age. The data collected from the findings of the two posttests have been statistically analyzed by utilizing test for both samples, to measure the pupils' achievement development in posttests. The findings reveal that there is a statistically significant difference, in the mean scores of the control group and the experimental group, this indicates that Modeling Teaching tactics of motivation are more effective and useful than utilizing the prescribed teaching method for the development of Iraqi EFL preparatory pupils' achievement. Finally, the study ends up with some conclusions, recommendations, and suggestions for further researches.
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