The Effect of Project Work Teaching Technique on the Institute of Fine Arts students' efl reading and Writing Performance a thesis submitted to the Council of the College of Education Ibn Rushd

Mann-Whitney Value for the Students' Achievement in the Post-Test

Group	Mean	SD	Computed Mann-Whitney	Tabulated Mann-Whitney	Level of significance
Cont.	13.90	1.48	124.34	138.00	0.05
Exp.	15.00	1.78

Results are also computed according to the three questions of the post-test. According to the first question which was about reading comprehension, the results show that there are significant differences between the control group and the experimental one in their answers since the computed Mann- Whitney value which is 130.23 is lower than the tabulated value which is 138.00 on a level of significance of 0.05 as shown in table (4-2).

Table 4-2
Mann-Whitney Value for the Students' Achievement in the Post-Test (First Question)

Group	Mean	SD	Computed Mann-Whitney	Tabulated Mann-Whitney	Level of significance
Cont.	3.65	0.58	130.34	138.00	0.05
Exp.	4.26	0.81

For the second question which was also about reading comprehension, the results show that there are no significant differences between the control group and experimental one in their answers since the computed Mann-Whitney value which is 224.00 is higher than the tabulated value which is 138.00 on a level of significance of 0.05 as shown in table (4-3).

Table 4-3
Mann-Whitney Value for the Students' Achievement in the Post-Test (Second Question)

Group	Mean	SD	Computed Mann-Whitney	Tabulated Mann-Whitney	Level of significance
Cont.	3.60	0.50	224.00	138.00	0.05
Exp.	3.56	0.78

The third question which was about students' writing performance, the results show there are significant that differences between the control group and the experimental one in their answers since the computed Mann-Whitney value which is 129.87 is lower than the tabulated value which is 138.00 on a level of significance of 0.05 as shown in table (4-4).

Table 4-4
Mann-Whitney Value for the Students' Achievement in the Post-Test (Third Question)

Group	Mean	SD	Computed Mann-Whitney	Tabulated Mann-Whitney	Level of significance
Cont.	11.80	1.38	129.95	138.00	0.05
Exp.	13.50	1.28

4.1.2 Verifying the Second Null Hypothesis
1- To verify the second null hypothesis which was "The project work has no effect on students' EFL writing performance Table (4-6) shows the mean scores, standard deviations, and the computed Mann-Whitney values of both groups. Consequently, it is clear from the table that there are statistically significant differences between the experimental group and the control one in their writing performance since the computed Mann- Whitney value which is 129.87 is lower than the tabulated one which is 138.00 on a level of significance of 0.05. Accordingly, the second null hypothesis is also rejected.

Table 4-6
Mann-Whitney Value for the Students' Achievement in the Post-Test of Writing Performance

Group	Mean	SD	Computed Mann-Whitney	Tabulated Mann-Whitney	Level of significance
Cont.	6.65	1.30	129.87	138.00	0.05
Exp.	7.17	1.33

4.2 Discussion of Results
It is proved statistically and experimentally that the students who have been taught with project-work are better in the post-test, after six weeks experiment, than those students who have been taught according to the traditional technique.
It has been found out that students' reading performance, can be improved if the students are made aware of the components of reading. This improvement is shown by the students of the experimental group compared with that of the students of the control one (see table 4-5).
Also, it has been found out that students' writing performance, can be improved if the students practice writing while they are using project-work. This improvement is shown by the students of the experimental group compared with that of the students of the control one (see table 4-6).
Four The extent of improvement achieved by the students of the control group is less than the extent of improvement achieved by the students of the experimental group since the students of the control group are unfamiliar with project work technique because the method of teaching reading and writing according to which they were taught was by applying traditional technique.
In the Iraqi EFL classroom situation, the students present the topic in order to illustrate the elements and decisions of the topic and, so the students were trying to use the target language in presentation as they would in the real world since project work is learner centered rather than teacher-centered. In a typical classroom, inauthentic materials, redundant questions, and scripted exercises were used as attempts to gain communication.

The present study has revealed the following:

1. The Interactive features of topics are not presented in
EFL Fine Arts Institution classes,
2. Different reading activities can be used to raise
awareness of reading performance.
3. Furthermore, EFL teachers can design writing
activities allowing students to use various strategies
to complete the assigned task.

Chapter Five

Conclusions, Recommendations, and Suggestions

5.1 Conclusions
The teaching activities presented in the present study are a different way of teaching Fine Arts and English as a foreign language for ESP students, since they adopt the pedagogical principles of exploratory learning. Students acquire knowledge through a process of "building" it, form groups, cooperate, use authentic real" information sources, process and evaluate them, take initiatives, and make decisions. They develop autonomy because they have choices and develop a sense of control and responsibility for their learning, approaching learning in a way that suits their abilities styles and preferences" .
It is also concluded that the results of the present experiment are due to the following factors:
1. Teaching project-work for Fine Arts Institute students would help them become more effective real-world language users and prepare them to use the English language so as to be able to participate and take part in and outside classroom.
2. Teaching project-work gives the students the opportunity to develop their reading performance, vocabulary, grammar, which gave them more confidence in them.
3. Teaching project-work gives the students the opportunity to develop their writing performance.
4. Mastering reading and writing performance make students feel they are engaged in a genuine exchange using authentic language structures to simulate real-life situations.
5. Teaching project-work enables the students to express themselves in writing skills, freely and without hesitation by using their own words, even if they commit mistakes.

5.2 Recommendations
In the light of the results and conclusions it is suggested that it may be relevant for our students to practice project-work technique. It is believed that project-work can be used as an activity to enhance the writing abilities in the EFL classroom In.
teaching project-work, it is recommended that students should be aware that project work is a highly organized activity and it involves rules, norms and strategies governing its use therefore, teachers are advised to make students aware of these norms and strategies because they are the pillars and the backbones of any reading and writing performance.
Teachers are recommended to teach project-work through the following techniques:
1. Integrate tasks that require both independent and
collaborative work.
2. Help students reach agreement about different team
member responsibilities. Students should view each
other as single links in a chain that unite, through
exchanges of information and negotiation of meaning,
to produce a successful project outcome.
3 Designing and sequencing tasks should be applied
with great care, Teachers should make sure that (1)
skills are integrated to achieve real communicative
purposes, (2) students are obliged to use various
strategies for meaningful aims, critical thinking is
required for successful task completion, and (4)
students are held accountable for content learning.
4. Allow time for feedback at the conclusion of the
project and at other critical junctures as well, we
should ask questions when we assess the viability of
projects for classroom and develop actual projects for
and with students.
5. It is recommended that cooperation should established
between teachers of EFL of the same Institute or
school in order to discuss the best techniques,
activities and methods of teaching written skills
performance through project work technique.
6. The time devoted for teaching English is insufficient
in Fine Arts Institute classes to practice project-work
or even to teach English in general, so it would be
more beneficial if the time allocated for English
would expand further.

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Appendices

The pre-test

Reading the following passage:
An Actress
Although Sylvia is only eighteen years old; she is already a famous actress and dancer. She has played the role of a handicapped girl which becomes a ballet dancer in the German series "Anna her performance is so outstanding that many people now often simply call her Anna
Q1. Answer the following questions in a continuous paragraph:
1. How old is Sylvia?
2. What is she?
3. What role has she played?
4. How is Sylvia performance?
5. What do people often call her?
Q2. Say which sentence is true and which is false:
1. Sylvia works as a singer.
2. She played the role of a handicapped woman
3. Sylvia is an adult.
4. She asked in a German series.
5. Sylvia is handicapped.
Appendix 2
Post-Test
Read the text carefully, then answer the questions that follow:
Islamic Art
Islamic art is not at all restricted to religious art, but includes all the art of the rich and varied cultures of Islamic societies as well .It frequently includes secular elements and that are forward upon if not bidden, by some Islamic the theologians. A part from the ever -present calligraphic inscriptions, specifically religious art is actually less prominent in Islamic Art than in western Medieval Art, with the exception of Islamic architecture where mosques and their complexes of surrounding buildings are the most common remains.
Figurative painting may cover religious scenes, but normally in essentially secular contexts such as the walls of palaces or illuminated books of poetry. The calligraphy and decoration of manuscript Quran is an important aspect, but other religious Art such as glass mosque lamps and other mosque fittings such as tiles (e.g. Girih tiles), woodwork and carpets usually have the same style and motifs as contemporary secular Art, although with religious inscription even more prominent.

Islamic Art developed from many sources: Roman, early Christian Art, and Byzantine styles were taken over in early Islamic Art and architecture; the influence of the Sassanian Art of pre-Islamic Persia of paramount significance, central Asian styles were brought in with various nomadic incursions; and Chinese influences had a formative effect on Islamic painting, pottery, and textiles.

Though the whole concept of "Islamic Art" has been criticized by some modern art historians, calling it a figment of imagination" or a mirage". The similarities between art produced at widely different times and places in the Islamic world have been sufficient to keep the term in wide use by scholars.

Q1. Choose the appropriate answers:- (5 Scores)
1. Religious art is actually__________ prominent in Islamic art than in western medieval art.
a. More b. very c. less d. least
2. Mosque fittings such as carpets usually there the style and motifs as__________ secular Art.
a. modern b. contemporary c. old d. Islamic
3.The influence of Sassanian art of____________ Persia was of paramount significance.
a. pre-Islamic b. post-Islamic c. Higri d. Islamic

4. Chines influences has a formative effect on Islamic

a. pottery b. textiles c. painting d. allophins
5. The concept of Islamic Art" has been criticized by some modern historians as being a__________
a. repetition b, religion c. mirage d. depiction


Q2. Put (T) for the True sentence and (F) for the False: (5 Scores)
1. Islamic art is restricted to religious art.
2. Central Asian styles were brought in with limited nomadic incursions.
3. Islamic art rarely includes secular elements.
4. Islamic art developed from Byzantine style
5. Forbidden painting may cover religious scenes.


Q3. Write a paragraph about (Islamic Art) by answering the following questions:- (10 Scores)
1. What does Islamic Art include?
2. What are the aspects of Islamic art?
3. What influenced Islamic Art in early ages?
4. What are the differences between old and modern Islamic Art?
5. How do you evaluate Islamic Art?

Appendix 3

Lesson plan 1 Islamic art Time: 1:15
Aims of week2: Group E
1. Stating the subject.
2. Introducing students to the subject by using a 5-minutes film plus photographs and artistic works from Islamic art.
3. Gathering information done by the learners and the teacher.
4. Working with the classroom activities stated in the textbook.
5. Preparing for the project.

Behavioral objectives 2:
Students should be able to:
1. Comprehend the ideas in the ready text.
2. Identify and recognize the new vocabulary.
3. Know the information presented in the film.
4. Identify different styles of the Islamic art.
5. List the words that are formed by suffixes.
6. Use the words listed in sentences and fill in the blanks activity,
7. Analyze a ready situation.
8, Identify prepositions of time.
9. Use prepositions of time.
10. Use conjunctions.


Teaching procedures: week 2
stating the subject
a) Stating the teacher presents the general subject of the project by using a film 5-minutes plus photographs followed by short reading texts (from the net). All there are gathered be the students.
b) The teacher asks the students to figure out the new and difficult words presented in the reading text and write them on the board in a list.
c) The teacher asks the students to give a sentence on each word selected from the reading texts or the text taken from the net.
d) Students now explore the available resources (the film and the photos with the reading texts taken from the net) in order to create for the project they are going to present next week, so they state questions and categorize the problems.
e) Students write down the lists of words, the sentences, the questions raised, how to short gathering information and materials in their notebooks.
f ) The teacher starts working with the activities stated in the text book which include vocabulary, grammar, QA, writing activities, reading compression questions.
g) The teacher asks the groups to prepare their projects next week which should include photos and Islamic artworks followed by texts for reading.
Lesson plan week 3 Islamic art Time 15
Aims of week 3:
1. Presentation of the project by each group.
2. Evaluation.

Behavioral objectives:
Students should be able to:
1. Know the concept of Islamic art.
2. Identify the different styles of Islamic art.
3. Recognize the aspects of Islamic art.
4. Write a short paragraph about their projects.
Presentation of the project: week 3
1. Each group takes (5-10) minutes to introduce their project inside the classroom.
2. discussion is followed to figure out the students understanding of the project subject
3. Each group reads the final writing of the project
Evaluation:
1. Students answer reading comprehension question, it is either TIF or completion.
2. Students are asked to write down a short paragraph about their project.
Lesson plan 1 Time: 1:15
Group: C - Reading Comprehension
3.1 I read the paragraph about Islamic Art to the Student in the first week and explain the difficult meaning and told from them to repeat after me.
- Structure notes
3.6 I explain to the student the Prepositions of time the difference of using any Prepositions.
1. At 5 o'clock
2. At the midnight.
3. On with dates and days.