Name: Mashael bint Sarhan bin Mohammed al-Harbi
Name: Dr. Noura Bint Shabak Al-Ruwaili
Professor of Curricula and Teaching Methods
An enrichment program based on semiotic theory and its efficacy in improving argumentative writing skills in English and moral thinking among gifted female students in the third-grade secondary school.
Abstract
The study aimed to design an enrichment program based on semiotic theory, and to investigate its efficacy in improving argumentative writing skills in English and moral thinking among gifted female students in the third year of secondary school. To achieve the objectives of the study, the descriptive analytical approach was applied, as well as the experimental approach with its quasi-experimental one-group design, with two pre- and post-tests. The study tools were a test of argumentative writing skills in the English language, and moral thinking skills’ scale prepared by the researcher. The study sample consisted of (21). Linguistically gifted, female students in the third-grade secondary school in public education in government schools in the city of Al-Bada’i in the Qassim region. The study concluded that there is a statistically significant difference at the significance level (0.05 ≥ α) between the average scores of the gifted female students at the third secondary grade in the pre- and post-application of the argumentative writing test in English in favor of the post-application, and that there is a statistically significant difference at the level (0.05 ≥ α) between the average scores of the gifted female students at the third secondary grade in the pre- and post-application of the moral thinking scale in favor of the post-application. In light of these results, the study recommended using applications of semiotic theory in teaching English language and organizing its activities and evaluation method.
Keywords: semiotic theory – argumentative writing skills – moral thinking skills – gifted female students.
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