Abstract

THE EFFECT OF USING THE GRR MODEL ON EFL SECONDARY SCHOOL STUDENTS IN TEACHING ADJECTIVES

Khulood Nasser Frak

Volume: 9 Issue: 1 2019

Abstract:

The gradual release of responsibility model purposefully shifts the cognitive load from teacher, to joint responsibility of teacher and learner, to independent practice and application by the learner. It stipulates that the teacher moves from assuming all the responsibility for performing a task to a situation in which the students assume all of the responsibility.This gradual release may occur over a day, a week, a month, or a year. Graves and Fitzgerald (2003:98 ) note that "effective instruction often follows a progression in which teachers gradually do less of the work and students gradually assume increased responsibility for their learning. It is through this process of gradually assuming more and more responsibility for their learning that students become competent, independent learners". The problem of this work is related to the fact that Iraqi EFL instructors emphasize the conventional models and give little attention to the practical aspects. Therefore, Iraqi EFL students in secondary school weak in using grammer correctly.Consequently, there is a need to investigate a new model to emphasize the practical aspects in teaching adjectives. The present study aims at investigating the effect of using gradual release of responsibilitymodel on secondary school studentsin teaching adjectives. To achieve the aim of the study, it is hypothesized that there is no statistically significant difference between the mean score of the experimental group which is taught by gradual release of responsibilityand that of the control group which is taught by the conventional techniques in teaching adjectives. Thus, an experiment is designed. fiftysecondary school students from Al Zuhoorschool for girls have been chosen (twenty five students as an experimental group which is taught according to gradual release of responsibility, twenty five students as a control group which is taught according to the conventional ways) during the academic year 2017 -2018. Meanwhile, the subjects of both groups are matched according to age, and pretest in adjective test. The validity of the tests and the scoring scheme has been obtained by exposing them to jury members in the fields of ELT and linguistics.The reliability of the tests has been secured by using Alpha Cronbach Formula, intraescorer reliability and interscorerreliability.The Statistical analysis of the obtained data indicates that there is a statistically significant difference between the experimental group and that of the control group .The researcher concludes that using Gradual Release of Responsibility model help the students to get better in their learning prosses.

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