Abdul-Aleem Samy Abdul-Aleem Khalifa: The Effect Of Using Self-Regulated Learning Strategies In Teaching Reading To EFL Secondary School Students On Their Critical Reading And Reading Comprehension Skills.

2021 ◽  
Vol 3 (17) ◽  
pp. 357-384
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Teaching Reading ◽  
Critical Reading ◽  
School Students ◽  
Self Regulated Learning ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals The Effects of Morphological Awareness on EFL Secondary School Students’ Reading Comprehension Skills

2020 ◽  
Vol 8 (3) ◽  
pp. 48
Author(s):  
Dalal Yahya Ali Al-Haydan
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Morphological Awareness ◽  
Control Group ◽  
Strong Positive Correlation ◽  
School Students ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students’ reading comprehension skills. In particular, it examines the effects of increasing students’ morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students’ awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students’ morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students’ morphological awareness.

scholarly journals THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT

2016 ◽  
Vol 15 (3) ◽  
pp. 312-324
Author(s):  
Şenol Şen
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Students ◽  
Learning Skills ◽  
Environment Management ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Effort Regulation ◽  
Approach Goals

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. Key words: chemistry achievement, direct and indirect effects, self-regulated learning skills, secondary school students, path model.

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