رسالة ماجستير 

مناهج وطرق تدريس اللغة الانجليزية

A Suggested Program in Teaching English Based on the Cognitive Load Theory for Developing Al-Azhar Secondary School Students' Communicative Competence and Reducing their Speaking Anxiety

A thesis

 

Submitted in fulfillment of requirements of the M.A Degree

in Education (Curricula and Methods of Teaching English)

 

By

Tarek Mohammad Yussuf

­ A senior Teacher of English

Al-Azhar Al-Shareef

 

Supervisors

 

Dr. Hussein Taha Atta

Professor of Curricula & FFL Methodology

Chair of Curriculum & Instruction Dept

Sohag University

 

 

 

 

Dr. Abdullah Mahmoud Ismail

Professor of Curricula & EFL Methodology

Sohag University

     

2021

 

Abstract                                   

The study aimed to find out the effect of using a suggested program based on the cognitive load theory on developing Al-Azhar secondary school students' communicative competence and reducing their speaking anxiety. Two research questions were tackled; the first was "What is the effect of the suggested program based on the cognitive load theory on developing Al-Azhar secondary school students' communicative competence?"  The second was "What is the effect of the suggested program based on the cognitive load theory on reducing Al-Azhar secondary school students' speaking anxiety?" The study adopted a quasi-experimental design. Two groups of students were randomly selected and assigned to either an experimental condition or a control one (30 female students each). The experimental group students received the suggested program, whereas their control peers were taught using the instructional procedures followed in the traditional classrooms. Two instruments were designed by the researcher for tapping on students' performance including communicative competence and speaking anxiety. Results of the study indicated that the experimental group students who received the suggested program outperformed their control peers; they showed high levels of communicative competence as well as low levels of speaking anxiety compared to their control peers. Recommendations for foreign language instruction and suggestions for further research in this regard are provided.

 

Keywords: Cognitive Load Theory, Communicative Competence, Speaking Anxiety