The Impact of Presentation Practice Production (PPP) Strategy on EFL Intermediate School Students' Use of Adjectives
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Abstract
There are many teaching strategies that teachers can use to enhance students' learning. This study aims at: Finding out the impact of presentation practice production Strategy on EFL intermediate school students’ use of adjectives; Finding out if there is any statistically significant difference of experimental group’s use of adjective variables including (quality, quantity and possessive in the post- test. During the first semester of the academic year (2024–2025). a sample of 60 Iraqi EFL second intermediate school students has been chosen randomly from Suhdaa AL-Taff Intermediate School for Boys in Kirkuk. The sample is split into two equal groups, the experimental and control groups. Age, parental educational background, and children' grades in English language courses from the previous school year (2023–2024) have all been equalized for both groups. An achievement post-test has been constructed to be a data collection, and the students result treated statistically. The result shows that the presentation practice production strategy is more effective in teaching EFL intermediate school students use of adjectives than the traditional teaching strategies.
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