الفهرس 
Chapter I: The problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
Summary of the Study
The Present study aimed to identify the effect of the computerized integration of flooding and enhancement input program in developing the retention and creative output of vocabulary items and grammatical structures.
Problem
The results obtained from diagnostic tests of vocabulary and grammatical structures showed that that first year prep school students at Bani-Khaled for Basic Education School have problems in their vocabulary and grammar. Thus, the present study tried to investigate using a program based on computerized integration of input flooding and input enhancement for the retention and creative output of vocabulary items and grammatical structures.
Objectives
The present study aimed to achieve the following objectives:
Investigating the effect of the computerized integration of input flooding and input enhancement on the retention of vocabulary items.
Investigating the effect of the computerized integration of input flooding and input enhancement on the creative output of vocabulary items.
Investigating the effect of the computerized integration of input flooding and input enhancement on the retention of grammatical structures.
Investigating the effect of the computerized integration of input flooding and input enhancement on the creative output of grammatical structures.
Significance
Students
The present study would develop vocabulary and grammatical structures of first preparatory graders of Bani- khaled for Basic Education School.
Teachers
The present study would provide teachers with motivated and popular
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techniques for developing vocabulary items and grammatical structures of their students. The program of the present study would help teachers adopt new roles such as a facilitator and a guide. It would provide teachers with a sample of computerized exercises that will be designed through ”Auto – play media studio program software”.
Textbook designers
The present study would provide textbook designers with sample computerized exercises that will be designed through ”Auto – play media studio program software”
Questions
The problem of the study was stated in the following main question:
How effective would a program based on computerized integration of input flooding and input enhancement be in the retention and creative output of vocabulary items and grammatical structures?
This question will be branched out into the following questions:
1. How far would a program based on computerized integration of input flooding and input enhancement be effective in the retention of vocabulary items?
2. How far would a program based on computerized integration of input flooding and input enhancement be effective in the creative output of vocabulary items?
3. How far would a program based on computerized integration of input flooding and input enhancement be effective in the retention of grammatical structures?
4. How far would a program based on computerized integration of input flooding and input enhancement be effective the creative output of grammatical structures?
Hypotheses
The following hypotheses were tested
There would be a statistically significant difference (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the vocabulary items post- test.
There would be a statistically significant difference (favoring the experimental group) between means of scores obtained by the
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experimental and the control groups in the creative output of vocabulary items post- test.
There would not be a statistically significant difference between means of scores obtained by the experimental group in the vocabulary immediate and delayed post- tests.
There would be a statistically significant difference between means of scores obtained by the control group in the vocabulary immediate and delayed post- tests (favoring the immediate post- test).
There would be a statistically significant difference (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the grammatical structures post- test.
There would be a statistically significant difference (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the creative output of grammatical structures post- test.
There would not be a statistically significant difference between means of scores obtained by the experimental group in the grammatical structures immediate and delayed post- tests.
There would be a statistically significant difference between means of scores obtained by the control group in the grammatical structures immediate and delayed post- tests (favoring the immediate post- test).
Delimitations
The present study was limited to:
2 First preparatory graders at Bani-Khaled for Basic Education School.
2 Content:
Units of the second term of first year preparatory content were taught using a program based on computerized integration of input flood and input enhancement specified.
The Experimental Design:
A pre-post quasi experimental design was used in the present study. The treatment and the non-treatment groups would be exposed to pre-post
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means of collecting data (A test in vocabulary items - A test in grammatical structures - A test in creative output of vocabulary items - A test in creative output of grammatical structures). The treatment group would be taught using a program based on computerized integration of input flooding and input enhancement while the non - treatment group would be taught using the conventional methods followed when teaching EFL to first preparatory graders. Sixty students at first year preparatory grade were involved in the study. Thirty were randomly assigned to the treatment group and the other thirty were assigned to the non-treatment group.
Piloting
Ten days before the experiment begins a pilot study was conducted to determine the validity and reliability of the tools used in the present study.
Instruments
1- A check list of difficult vocabulary items
2- A test in vocabulary items
3- A test in grammatical structures
4- A test in creative output of vocabulary items
5- A test in creative output of grammatical structures
Variables:
* Independent Variable:
A program based on computerized integration of input flooding and input enhancement.
* Dependent Variables:
Retention and creative output of vocabulary items
Retention and creative output of grammatical structures
* Control Variables:
To ensure equivalence among the members of the two groups, the following variables were controlled:
a. Performance on the pre – test of vocabulary b. Performance on the pre- test of grammatical structures
c. Performance on the pre- test of creative output of vocabulary
items
d. Performance on the pre- test of creative output of grammatical
structures
- English proficiency level
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- Gender
- Age
Duration of Experiment:
It started at the beginning of February and ended at the beginning of April 2018/2019. (2 units a week)
Procedure of the Study:
Reviewing the literature related to computerized integration of input flooding and input enhancement, vocabulary items and grammatical structures.
Choosing the suitable activities of input flooding and input enhancement with the help of TEFL experts.
Designing the checklist of difficult vocabulary that will be taught
Evaluating the checklist by a number of jury members
Applying the checklist on first year preparatory students to specify the difficult vocabularies
Designing the framework of the program based on computerized integration of input flooding and input enhancement content which consists of general and behavioral objectives, content, teaching and learning activities, educational resources and evaluation items.
Evaluating the frame by a number of the jury as for:
Linguistic stating of items.
Relatedness of specific objectives to the general one.
Suitability of the context to the subject involved in the study.
Designing the program based on computerized integration of input flooding and input enhancement content
Judging the appropriateness and the validity of the program based on computerized integration of input flooding and input enhancement content by a jury of TEFL specialists.
Building up the instruments (pre-post tests) and insuring their validity and reliability.
Choosing the participants and establishing equality of both groups in terms of the previous knowledge of vocabulary and grammar.
Dividing students into two groups: the experimental and the control groups.
Pre-testing both groups for their level of vocabulary items and grammatical structures.
Instructing the experimental group according to the suggested program based on computerized integration of input flooding and input enhancement content while the control group will not receive such training.
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Post-testing both groups: It will follow the same procedures in the pre-testing.
After a month, both groups will be tested by delayed post –test of vocabulary items and grammatical structures.
Analyzing the results obtained using the appropriate statistical methods and presenting recommendations and suggestions for further research.
Findings of the Study
After conducting the experiment of the present study, the t- test is used to analyze the data obtained. Scores of the students in the two groups of the pre and post-test are analyzed and compared. Results show the following:
There is a significant difference at (.01) level (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the vocabulary items post- test.
There is a significant difference at (.01) level (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the creative output of vocabulary items post- test.
There isn`t a significant difference between means of scores obtained by the experimental group in the vocabulary immediate and delayed post- tests.
There is a significant difference at (.01) level between means of scores obtained by the control group in the vocabulary immediate and delayed post- tests (favoring the immediate post- test).
There is a significant difference at (.01) level (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the grammatical structures post- test.
There is a significant difference at (.01) level (favoring the experimental group) between means of scores obtained by the experimental and the control groups in the creative output of grammatical structures post- test.
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There isn`t significant difference between means of scores obtained by the experimental group in the grammatical structures immediate and delayed post- tests.
There is a significant difference at (.01) level between means of scores obtained by the control group in the grammatical structures immediate and delayed post- tests (favoring the immediate post- test).
Recommendations:
In light of the results reached in the present study, a number of recommendations can be taken into consideration to help develop vocabulary and grammatical structures:
Using different procedures of rewarding students` performance.
Training teachers on how to use CIFEIP in teaching and learning
Developing students` awareness of the importance of using English as a means of communication.
Developing awareness of teachers and supervisors of the benefits of using technology in TEFL and how it is used at the preparatory stage.
Training in-service teachers on using CIFEIP in micro teaching lessons.
Training TEFL teachers to use different ways of scoring.
Encouraging teachers to implement new ways of teaching EFL such as input flooding and input enhancement.
Encouraging teachers to use group work and training them on rules that facilitate this work and remove their fear of lack of control.
Setting a safe environment that allows all pupils to participate and interact.
Suggestions for further research:
A replication of the present study to be implemented on a wide number of pupils and different grades.
The effect of a CIFEIP on developing reading and writing.
The effect of a CIFEIP on developing listening and speaking.
The effect of using CIFEIP on developing children‘s‘ attitudes towards EFL.
The effect of a CIFEIP on developing pronunciation at the preparatory stage.
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The effect of CIFEIP on reducing anxiety and increasing confidence.
The relationship between input flooding and input enhancement instruction and students` academic achievement.
The relationship between the input flooding and input enhancement instruction and the students` socio-psychological changes.