The Effect of Cultural Schemata on Improving Iraqi EFL Preparatory Pupils’ Achievement

Abstract

The Current Study aims finding out the effect of the cultural schemata on EFL pupils’ achievement  in learning English Language and finding out whether the lack of cultural schemata of EFL pupils of experimental group  affect their ability in learning English Language. To conduct the study and fulfill its aims the following hypotheses are set: 1) There is no statistically significant difference between the mean score of experimental group who is taught cultural schemata and control group who taught by the traditional way in posttest. 2) To achieve the aims and confirm the hypotheses, the experimental design which is Non-Randomized Experimental Group Pretest –Posttest Design. The sample of the current study consists of (50) pupils in the fifth literary stage, derived from Al-Barudy preparatory school for girls. Both groups have been equalized in such variables from educational level of parents, age, English grades achievement in fourth stage, and the post and pretest of both groups. The experiment lasted two months, the researcher has taught the two groups during the academic year 2021-2022. To analyze the obtain data, different statistical means have been used many T-test for two independent samples to measure the pupils’ post-test achievement.

After the statistically treatment of the data, the results expose that teaching pupils by using cultural schemata has provide it is effectiveness in rising pupils’ understanding and their ability to communicate in learning English Language Based on the results, the obtained conclusions in this study, suitable “recommendations and suggestions for further studies are put forward”.