scholarly journals Do Multiple Intelligences Improving EFL Students’ Critical Reading Skills?

2017 ◽  
Vol 8 (1) ◽  
pp. 309-321 ◽  
Author(s):  
Alaeddin Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Skills ◽  
Critical Reading ◽  
Efl Students

scholarly journals Do Multiple Intelligences Improve EFL Students’ Critical Reading Skills?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alaeddin Khaled Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Ability ◽  
Reading Skills ◽  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study examines the potential effect of a program based on multiple intelligences on improving the Jordanian tenth grade English as a Foreign Language (EFL) students’ critical reading skills in English. The researcher claims that multiple intelligences strategies have the potential to provide a suitable resource to empower the quality of TEFL in Jordan. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from AzZarqa First Directorate of Education (Jordan). In the experimental group, 30 students were taught by multiple intelligences strategies and 29 students of control group were taught by the conventional teaching method as outlined in the teacher’s book. A pre-post achievement test was utilized. The findings reveal statistically significant differences at (α ≤ 0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends to examine the effect of using multiple intelligences on EFL students’ achievement in other language skills and sub skills. A number of implications are put forth to enhance the students’ critical reading ability.

scholarly journals THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES

2018 ◽  
Vol 5 (1) ◽  
pp. 73-96 ◽  
Author(s):  
Leonardus Par
Keyword(s):  
Reading Skills ◽  
Cognitive Styles ◽  
Main Idea ◽  
Critical Reading ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference ◽  
Reading Texts

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

scholarly journals Forming Critical Reading Skills in a Low-Intermediate Class of English

2021 ◽  
Vol 12 (1) ◽  
pp. 74
Author(s):  
Nataliia Hromova ◽  
Maryna Kryvych ◽  
Nataliia Chernihivska ◽  
Tetiana Vinnytska ◽  
Ihor Bloshchynskyi
Keyword(s):  
Reading Instruction ◽  
Critical Literacy ◽  
Reading Skills ◽  
Tertiary Education ◽  
Control Group ◽  
Critical Reading ◽  
Reading Abilities ◽  
New Ideas ◽  
Efl Students ◽  
The Given

Critical reading skills constitute an important part of an independent critical reader and are often formed in advanced-level students. It is argued that low-level learners of English also need to get acquainted with the basics of critical reading in the first years of their tertiary education. The aim of this study is to define a range of critical reading elements the low intermediate EFL students can demonstrate within a three-month period of critical reading instruction. The experiment on establishing the students’ attitude to critical reading and defining their critical reading abilities while commenting on texts was conducted. The findings of the questionnaire showed the participants’ attitude to critical reading as the way to question and disagree with the author’s opinion rather than to analyze information. The participants considered themselves quite competent in critical reading but did not see the practical use of applying these skills. A three-month critical reading intervention was introduced and followed by writing final commentaries upon the given text. The survey after the intervention found that the students of the experimental group showed the ability to justify their judgments by supporting claims while commenting upon the given texts. They could also express disagreement with the opinion in the text more often than before the intervention. In the control group, the prevailing agreements with the author’s viewpoint in the commentaries rarely followed by justifications showed the students’ unwillingness to create new ideas and proved their passive roles in dealing with information. Thus, according to the experiment results, the range of critical reading strategies the low intermediate class demonstrated included expressing judgments and supporting claims, finding different points of view on the problem in the text, and expressing disagreement with the given opinion. The amount of irrelevant information the participants mentioned in their commentaries proved the necessity for further interventions in order to engender their critical literacy.

scholarly journals The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills

2017 ◽  
Vol 17 (71) ◽  
pp. 159-174
Author(s):  
SULTAN . ◽  
Ahmad ROFIUDDIN ◽  
NURHADI . ◽  
Endah Tri PRIYATNI
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Language Teachers ◽  
Critical Reading

scholarly journals EFL CRITICAL READING SYLLABUS AND MATERIALS FOR STUDENTS OF THE ENGLISH DEPARTMENT

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
Fathurrahman Imran ◽  
Heri Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Cooperative Learning ◽  
Prior Knowledge ◽  
Learning Style ◽  
Social Life ◽  
Reading Skills ◽  
Learning Model ◽  
English Department ◽  
Critical Reading ◽  
Topic Interest

The demand of a new model of syllabus and materials were implicitly required through the launching of KKNI-based Curriculum in Indonesia. Due to, finding the students’ needs and learning characteristic as the main consideration in developing them became the purpose of this current research. A qualitative research had been conducted to get the data needed by which two kinds of questionnaires were administered then analyzed qualitatively (Likert scale). the respondents involved were 132 students and the results dealt with the learning characteristics showed that the audio was 19.69%, the visual was 50.75%, and khinesthetics was 29.54%. In relation to the students’ needs (four aspects), 1) necessities on topic interest like education (72%), culture (63%), and social life (45%); 2) background knowledge was categorized into good (57.25%), very good (28%),  and not good (14.75%); 3) critical reading goals for both core and sub-skills very agree (42.71%), agree (30.14%), and not agree (27.14%); and 4) learning model tended the cooperative (27.25 very agree), (35.5 agree), (37.25 not agree). Thus, it could be concluded that the students’ learning style dominantly in visual way with cooperative learning model. In addition, the students were eager to have critical reading skills with sufficient prior knowledge but the topic is mostly in the area of education. It is recommended that in developing the syllabus and materials, the lecturers should consider both students’ characteristics and needs.

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