Abstract
This study examined the effectiveness of semiotics strategy in improving listening comprehension skills among tenth grade students in Jordan. The researchers developed an objective test to measure their performance level using the semi-experimental design consisted of (30) items. The sample of the study included (55) students from Mafraq first Secondary School for Boys selected using convenient sampling method in the first semester of the school year 2020-2021 distributed into two sections. One of them was randomly selected to represent the experimental group and totaled (28) male students taught using semiotics strategy; the other represented the control group and included (27) male students taught using traditional teaching strategy. Validity and reliability were verified using test-retest, Cronbach Alpha Coefficient, and evaluators' agreement. Data were analyzed by using means, standard deviations, T-test, One Way ANOVA, MANCOVA, and Etasquare to define the effect size for the semiotics strategy. Furthermore, listening classes' notes were prepared according to the semiotics strategy in two lessons "Palm Tree" and "Love with Forgiveness". The results of the study indicated statistically significant differences at (α = 0.05) in the total listening comprehension skills level and its individual domains (Literal, Inferential, Critical), in favor of the experimental group.
Recommended Citation
Al-Khaza'leh, Firas; Maqableh, Naser; and Eyadat, Yousef
(2022)
"The Effectiveness of Semiotics Strategy in improving Listening Comprehension Skills among Tenth Basic Grade Students,"
Jordan Journal of Applied Science-Humanities Series: Vol. 32:
Iss.
2, Article 2.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol32/iss2/2