PARAGRAPH

Paragraph text-writing refers to constructing multiple words and sentences into the form
of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities
struggle to develop it to fluency. The present study sought to investigate the effect of using Edmodo, a
Web 2.0 tool, as a supportive blended learning tool in developing EFL Saudi students' paragraph writing
skills at Prince Sattam bin Abdul Aziz University, KSA. Eighty students majoring in English at the college
level one participated in the study. The participants were randomly selected for an experimental group
(taught by using Edmodo) and a control group (taught without using Edmodo). Two main tools were
devised to collect data: Oxford Placement Test (OPT) and Test of Paragraph Writing Skills (TPWS). The
data were analyzed descriptively and inferentially by running a t-test, using SPSS 16.0, to calculate the
differences between the mean scores of the two groups pre- and post-intervention. The results showed
statistically significant differences in the post-test in favor of the experimental group. Integrating
Edmodo into the writing class was found to be highly beneficial in developing EFL students' writing
abilities, up to paragraph level. The use of Edmodo also enriched students' knowledge and increased
.their motivation to learn

‫ى اﻟﺸﺎﻣﻞ؛ وﻟﺴﻮء‬, ‫ٮ‬. ‫ﺮ اﻟﻜﺘﺎ‬3‫ﻟﻠﺘﻌٮٮ‬

. ‫ﺔ‬3‫ٮﺎﻟﻎ اﻷﻫﻤٮ‬. ‫ إﻧﻪ أﻣﺮ‬.‫ڡﺮة‬B ‫ڡ‬D ‫ى ﺷكﻞ‬, ‫ڡ‬D ‫وﺣﻤﻞ ﻣﺘﻌﺪدة‬
. ‫ڡﺮة إﻟﻰ إﻧﺸﺎء كﻠﻤﺎت‬B ‫اﻟڡ‬
D ‫ﻛﺘﺎٮﺔ ﻧﺺ‬
. ‫ﺮ‬3‫ﺗﺸٮ‬
D
‫ﺮ‬3‫ﻣﻌﺮڡﺔ ﺗﺄﺛٮ‬ ‫ﺔ إﻟﻰ‬3‫ ﺳﻌﺖ اﻟﺪراﺳﺔ اﻟﺤﺎﻟٮ‬.‫ڡﺔ‬B ‫اﻟﻠﻌﺔ إﻟﻰ اﻟﻄﻼ‬ D ‫ﲀڡﺤون ﻟﺘﻄويﺮ ﻫﺬه‬3 D ‫ڡﺔ ٮ‬B ‫ﺪ ﻣﻦ اﻟﻄﻼب ذوي اﻹﻋﺎ‬3‫ڡﺈن اﻟﻌﺪٮ‬D ،‫اﻟﺤﻆ‬
j
‫اﺳﺘﺤﺪام‬ Edmodo، ‫اﻟﻠﻌﺔ‬ D ‫ڡرات ﻟﺪى ﻃﻼب‬B ‫اﻟڡ‬ . ‫ى ﺗﻄويﺮ ﻣﻬﺎرات‬, ‫ڡ‬D ‫ﻣﺪﻣﺤﺔ داﻋﻤﺔ‬
D ‫ﻛﺘﺎٮﺔ‬ . ‫ﺔ‬3‫ﻤٮ‬3‫ كﺄداة ﺗﻌﻠٮ‬،2.0 ‫إﺣﺪى أدوات اﻟويﺐ‬
‫ﻃﺎﻟٮًﺎ ﻣﻦ‬
. ‫ﻦ‬3‫ى اﻟﺪراﺳﺔ ﺛﻤﺎﻧٮ‬, ‫ڡ‬D ‫ ﺷﺎرك‬.‫ﺔ‬3‫ﺔ اﻟﺴﻌﻮدٮ‬3‫اﻟﻌرٮٮ‬
. . ‫ٮﻦ‬. ‫ﺮ ﺳﻄﺎم‬3‫ﺣﺎﻣﻌﺔ اﻷﻣٮ‬. ‫ى‬, ‫ڡ‬D ‫ﺔ‬3‫ﻨٮٮ‬
‫ٮﺎﻟﻤﻤﻠﻜﺔ‬. ‫ﻋٮﺪ اﻟﻌزيﺰ‬ . ‫أﺣ‬ D ‫زيﺔ‬3‫اﻹﻧﺤﻠٮ‬
. ‫كﻠﻌﺔ‬ .
j
‫ﺎﺳﺘﺤﺪام‬ ‫ٮ‬. ‫ﺔ )درﺳﺖ‬3‫ريٮٮ‬
. ‫ﺗﺤ‬
. ‫ﻣﺤﻤﻮﻋﺔ‬ ً j ‫ ﺗﻢ‬.‫ﺔ اﻷوﻟﻰ‬3‫زيﺔ ﻋﲆ ﻣﺴﺘﻮى اﻟكﻠٮ‬3‫اﻹﻧﺤﻠٮ‬
. ‫ا إﻟﻰ‬3‫ﻦ ﻋﺸواﺋٮ‬3‫ﺎر اﻟﻤﺸﺎرﻛٮ‬3‫اﺣﺘٮ‬ . D ‫ﺗﺤﺼﺺ‬
‫اﻟﻠﻌﺔ‬ j
‫ﺪ‬3‫ﺘٮﺎر ﺗﺤﺪٮ‬. ‫اﺣ‬j :‫ﺎﻧﺎت‬3‫اﻟٮٮ‬
. ‫ﻟﺤﻤﻊ‬ . ‫ﻦ‬3‫ﺘٮ‬3‫ﺴٮ‬3‫ﻦ رﺋٮ‬3‫ﻢ أداﺗٮ‬3‫ ﺗﻢ ﺗﺼﻤٮ‬.(‫اﺳﺘﺤﺪام إدﻣﻮدو‬j ‫ٮﺪون‬. ‫ﺿﺎٮﻄﺔ )درﺳﺖ‬. ‫وﻣﺤﻤﻮﻋﺔ‬. (‫إدﻣﻮدو‬
D
‫أﻛﺴڡورد‬ ‫ى‬, ‫ڡ‬D ‫( اﻟﻤﺴﺘﻮى‬OPT) ‫ڡﺮة‬B ‫اﻟڡ‬D ‫ﻛﺘﺎٮﺔ‬
. ‫ﺘٮﺎر ﻣﻬﺎرات‬ j (TPWS). ‫ﺎ ﻋﻦ ﻃريﻖ‬3‫واﺳﺘﻨﺘﺎﺣٮ‬
. ‫واﺣ‬ . D
‫ﺎ‬3‫وﺻڡٮ‬ . ‫ﻞ‬3‫ڡﺪ ﺗﻢ ﺗﺤﻠٮ‬B ‫و‬
‫ﺎﻧﺎت‬3‫اﻟٮٮ‬
‫ﺘٮﺎر‬ j ‫إﺣراء‬
. ‫اﺣ‬ j
. t، ‫ﺎﺳﺘﺤﺪام‬ ‫ٮ‬. SPSS 16.0، ‫وأﻃﻬﺮت‬ j .‫اﻟﺘﺪﺣﻞ‬
j . ‫ٮﻞ‬. ‫ڡ‬B ‫ﻦ‬3‫اﻟﻤﺤﻤﻮﻋﺘٮ‬
‫وٮﻌﺪ‬ . ‫درﺣﺎت‬ D ‫اﻻﺣ‬
. ‫ﻦ ﻣﺘﻮﺳﻂ‬3‫ٮٮ‬. ‫ﺘﻼڡﺎت‬ j ‫ﻟﺤﺴﺎب‬
‫وﺣﺪ أن دﻣﺞ‬. .‫ﺔ‬3‫ريٮٮ‬
. ‫اﻟﺘﺤ‬
. ‫اﻟﻤﺤﻤﻮﻋﺔ‬
. ‫اﻟٮﻌﺪي ﻟﺼﺎﻟﺢ‬
. ‫ﺘٮﺎر‬ j ‫ى‬, ‫ڡ‬D ‫ﺔ‬3‫ڡروق ذات دﻻﻟﺔ إﺣﺼﺎﺋٮ‬D ‫وﺣﻮد‬
. ‫اﻻﺣ‬ . ‫ اﻟﻨﺘﺎﺋﺞ‬Edmodo ‫ڡﺼﻞ‬D ‫ى‬, ‫ڡ‬D
‫ ﻛﻤﺎ أدى‬.‫ڡﺮة‬B ‫اﻟڡ‬
D ‫ ﺣﱴ ﻣﺴﺘﻮى‬،‫ﺔ‬3‫ﻨٮٮ‬
. ‫أﺣ‬ D ‫زيﺔ‬3‫اﻹﻧﺤﻠٮ‬
. ‫كﻠﻌﺔ‬ . D ‫اﻟﻜﺘﺎٮﺔ ﻟﺪى ﻃﻼب‬
‫اﻟﻠﻌﺔ‬ . ‫ڡﺪرات‬B ‫ى ﺗﻄويﺮ‬, ‫ڡ‬D ‫ﺔ‬3‫ﻟﻠﻌﺎٮ‬ ً ‫ﻣڡٮ‬
D ‫ﺪا‬3 D ‫اﻟﻜﺘﺎٮﺔ ﰷن‬
.
j
‫اﺳﺘﺤﺪام‬ Edmodo ‫ﺘﻬﻢ ﻟﻠﺘﻌﻠﻢ‬3‫داڡﻌٮ‬D ‫إﻟﻰ إﺛراء ﻣﻌﺎرف اﻟﻄﻼب وزيﺎدة‬.