The present study tried to investigate the effect of using activities based on Substituting, Combining, Adapting, Putting it in other uses, Eliminating, and Revising (SCAMPER) on developing third-year English Majors’ discourse analysis skills. The study used one group (pre-test and post-test design). Instruments of the study were: a program based on using SCAMPER activities, a test of discourse analysis skills. Participants of the study were ninety students from third-year English majors, Faculty of Education, Minia University; they were taught the program based on SCAMPER activities. The results of the study reveal that there is a significant statistical difference favoring the post-performance of the discourse analysis skills test. It was found that SCAMPER activities developed students’ discourse analysis skills. Findings were discussed. The researcher recommended that EFL teachers at the Ministry of Education should be trained to use SCAMPER activities in teaching all the language skills. Suggestions for further research were also presented.
Tohamey, A. M. S. (2020). Using SCAMPER based activities for developing third-year English Majors’ Discourse Analysis Skills. Journal of Research in Education and Psychology, 35(2), 193-212. doi: 10.21608/mathj.2020.91466
MLA
Al-Shimaa Mokhtar Sayed Tohamey. "Using SCAMPER based activities for developing third-year English Majors’ Discourse Analysis Skills". Journal of Research in Education and Psychology, 35, 2, 2020, 193-212. doi: 10.21608/mathj.2020.91466
HARVARD
Tohamey, A. M. S. (2020). 'Using SCAMPER based activities for developing third-year English Majors’ Discourse Analysis Skills', Journal of Research in Education and Psychology, 35(2), pp. 193-212. doi: 10.21608/mathj.2020.91466
VANCOUVER
Tohamey, A. M. S. Using SCAMPER based activities for developing third-year English Majors’ Discourse Analysis Skills. Journal of Research in Education and Psychology, 2020; 35(2): 193-212. doi: 10.21608/mathj.2020.91466
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