Beschreibung
This study aimed to investigate the effects of using Facebook on improving English Language Writing Skills and Vocabulary Enrichment among University of Jordan Sophomore Students, and to answer the study questions: 1. Are there any statistically significant differences (=0.05) in the writing mean scores of sophomore students that can be attributed to the teaching method (i.e.Facebook vs. conventional)? 2. Are there any statistically significant differences (=0.05) in the vocabulary mean score of sophomore students that can be attributed to the teaching method (i.e.Facebook vs. conventional)? To achieve the study goals and to answer its questions, a random sample was selected which consisted of (30) sophomore students from the University of Jordan and distributed to experimental group (15) students and control group (15) students. The control group was taught by the conventional way, while the experimental group was taught by the use of Facebook. Data were collected and analyzed to answer the questions using the pre-test, post-test, means and standard deviations, MANCOVA to check differences on pre and post-test for the dimensions of the test.
Autorenporträt
Author got the bachelor degree from AlAlbayt University in major of English language and literature then she continued her studying in Diploma in Methods of teaching English form the university of Jordan. After that she continues her higher studies M.A degree in Methods of Teaching English Language in faculty of education.
