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 Is questioning a catalyst for critical reading among Jordanian EFL learners?

2019 ◽  
Vol 14 (3) ◽  
pp. 384-400
Author(s):  
Ruba Fahmi Bataineh ◽  
Maysaa Issa Al-Shbatat
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Ninth Grade ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Questioning Strategies ◽  
Quasi Experimental ◽  
Ninth Grade Students ◽  
Experimental Group

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students’ critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was taught through questioning strategies (viz., questioning, self-questioning and a combination of both), and a control group of 19 students was taught per the guidelines of the prescribed Teacher’s Book. Descriptive statistics and analysis of co-variance were used to analyse the students’ scores on the pre- and post-tests. The findings reveal that the experimental group outperformed the control group, as questioning and self-questioning improved students’ critical reading skills, more so for questioning than self-questioning. Keywords: Critical reading, EFL, Jordan, questioning, self-questioning, strategies.

scholarly journals Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program

2020 ◽  
Vol 3 (4) ◽  
pp. p30
Author(s):  
Majed Barashid
Keyword(s):  
Reading Skills ◽  
Graphic Organizers ◽  
Empirical Studies ◽  
Potential Effect ◽  
Instructional Program ◽  
Venn Diagram ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.

scholarly journals Mind Mapping and Students' Writing Performance

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ali Ayed Al- Zyoud ◽  
Dina Al Jamal ◽  
Abdallah Baniabdelrahman
Keyword(s):  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Mind Mapping ◽  
Writing Performance ◽  
Mapping Strategy ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mind ◽  
Experimental Group

This study examines the potential effect of mind mapping strategy on developing Jordanian students' writing performance. The researchers claim that mind mapping strategy has the potential to improve Jordanian students' writing performance. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from eleventh grade students at Al Hashymiah School for Boys, Zarqa in Jordan during the second semester of the academic year 2016/2017. In the experimental group, 20 students were taught by mind mapping strategy and 20 students of control group were taught by the conventional teaching method as outlined in the Teacher’s Book. To collect the data, a pre-test and a post-test was utilized. ANCOVA was used to measure statistical differences in the mean scores of the participants of the study. 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 an integration of the mind mapping strategy into the English as a foreign Language (EFL) curriculum in Jordan as it facilitates developing students' writing skill. The study also recommends to examine the effect of using mind mapping strategy on EFL students' achievements in other language skills and sub skills. Teachers are also advised to use the mind mapping strategy to increase students’ interest and motivation to write more often

scholarly journals The Effect of Using E-Mental Schemata Strategy on Improving EFL Students’ Reading Comprehension Sub Skills

2021 ◽  
Vol 13 (4) ◽  
pp. 603-621
Keyword(s):  
Reading Comprehension ◽  
Potential Effect ◽  
Control Group ◽  
Mind Mapping ◽  
Quasi Experimental ◽  
Efl Students ◽  
Mind Maps ◽  
Mapping Group ◽  
Experimental Group ◽  
Critical Idea

This study examines the potential effect of E-mind mapping on the development of reading comprehension sub-skills among seventh-grade students in Jordan. To achieve the aim, a quasi-experimental pretest-posttest design was used. The experimental group consisted of 25 students who were taught reading texts by using electronic mind maps, and the control group consisting of 25 students was taught by following the teacher’s guidebook. A pre-post reading comprehension test was developed. The results revealed significant differences in favor of the experimental group. Students in the E-mind mapping group outperformed the control group in their overall reading comprehension as well as in the reading comprehension sub-skills. Identifying the critical idea is the most developed sub-skill, and the least developed sub-skill was identifying cause and effect sub-skill. Keywords: Reading Comprehension, Reading Comprehension Sub-Skills, E-Mind Mapping, EFL

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals THE EFFECT OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA TOWARD STUDENTS’ READING ABILITY IN DESCRIPTIVE TEXT

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Arino Susanto
Keyword(s):  
Null Hypothesis ◽  
Reading Ability ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Comic Strip ◽  
Comic Strips ◽  
Paired Sample ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This research was done due to the lack of students' reading ability in descriptive text in MTsS Yati Kamang. This research was classified as a quasi-experimental research. To experiment class the researcher choose VII.II class and VII.I is experiment class. The researcher uses test to measure students’ reading ability. Afterwards, the researcher proved that the Comic strip as a media was able to increase students' reading ability in descriptive text. Experiment class and control class there are 38 students. There were 19 students as the respondents in experimental group and 19 students as the respondents in control group. The experimental class was taught by using Comic strips as media in teaching and the control group was taught only by using Picture. The result of paired sample t-test showed that the tobtained (6,591) was higher than ttable(2,326) with the level significant 0,01. The null hypothesis was rejected and the alternative hypothesis was accepted. It means there is a significant effect of using Comic strips toward students’ reading ability in descriptive text at the seventh grade of MTsS Yati Kamang.

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

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