scholarly journals The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

2017 ◽  
Vol 10 (5) ◽  
pp. 204
Author(s):  
Hashem Ahmed Alsamadani
Keyword(s):  
Reading Comprehension ◽  
Research Study ◽  
Control Group ◽  
Efl Learners ◽  
Positive Effects ◽  
Comprehension Test ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

The current research study investigated the effects of talking story books on Saudi young EFL learners’ reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills.

scholarly journals Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes

2020 ◽  
Vol 13 (9) ◽  
pp. 50 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Reading Comprehension ◽  
Attitude Scale ◽  
Control Group ◽  
Think Aloud ◽  
Control Group Design ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Experimental Group

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

scholarly journals The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills

2021 ◽  
Vol 3 (2) ◽  
pp. 135-145
Author(s):  
Ahmed Hussein Ahmad Eid Saleh
Keyword(s):  
Reading Comprehension ◽  
Differentiated Instruction ◽  
Secondary Students ◽  
Control Group ◽  
School Students ◽  
Comprehension Test ◽  
Secondary Stage ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study aimed at investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain. The study adopted the quasi-experimental research design using thirty-six 2nd year secondary students to be the study participants. The participants were divided into two groups: an experimental group that received the (DI) training and a control group that received the conventional way. A reading comprehension skills questionnaire and a pre-post EFL reading comprehension test was used in the study to collect the data. Results showed that the experimental group outperformed the control group in the EFL reading comprehension test. The findings indicated that the DI strategies helped to develop students’ EFL reading comprehension skills. In addition, it revealed that using various materials for teaching reading comprehension skills to match students' different needs and abilities helped enhance their reading comprehension proficiency. A number of recommendations and suggestions for further research was presented.

The Effect of Using PORPE Strategy on Improving Iraqi EFL Students’ Reading Comprehension Skills

2018 ◽  
Vol 1 (32) ◽  
pp. 743-774
Author(s):  
Qassim Hammadi Dawood
Keyword(s):  
Reading Comprehension ◽  
College Of Education ◽  
Control Group ◽  
Experimental Instruction ◽  
Comprehension Skills ◽  
Efl Students ◽  
Efl College Students ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

         The present study aims at finding out the effect of using PORPE Strategy on improving EFL college students’ reading comprehension skills. To attain the aim of the study, an experiment has been conducted on a sample of (60) EFL students at the Department of English, College of Education, University of Wasit during the academic year 2016-2017. The sample has been distributed into two groups with (30) students in each, a control group taught according to the conventional techniques and an experimental one taught by using the proposed strategy. The two groups have been equalized according to age, levels of parents' education and pre –test scores.           At the end of the experimental instruction period, an achievement test has been administered to both groups. The findings of this test reveal that the results of the experimental group are significantly superior to the results of the control group.           Pedagogical recommendations and suggestions for further research are presented in the light of the results at the end of the study.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

scholarly journals The effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

scholarly journals Pengaruh Strategi Directed Reading Thinking Activity (DRTA) Berbantuan Media Flip Chart Terhadap Keterampilan Membaca Pemahaman

2019 ◽  
Vol 3 (2) ◽  
pp. 158
Author(s):  
Putu Novika Adi Karakaita Putri ◽  
Ni Wayan Arini ◽  
Md. Sumantri
Keyword(s):  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary Schools ◽  
Learning Strategy ◽  
Control Group ◽  
Flip Chart ◽  
Comprehension Skills ◽  
Directed Reading ◽  
Reading Comprehension Skills ◽  
Academic Year

This study aimed to determine the significant effect of reading comprehension skills between groups of students who are taught by using learning strategies of Directed Reading Thinking Activity (DRTA) with flip chart and group of students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip charts on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018. This research is quasi experiment, with non-equivalent research design post-test only control group design. The sample of the study was 41 students, consisting of  21 students of grade V SD N 3 Bondalem as experimental group and 20 students of grade V SD N 4 Bondalem as the control group. Sample selection using random sampling technique. Skill reading comprehension data is collected with multiple choice test instruments. Data analysis used descriptive statistical analysis and inferential statistical analysis (t-test). The results showed that thitung> ttable (tcv = 16,559 > tobs = 2,042). Based on the results of this study, it can be concluded that there is a significant difference of reading comprehension skills of students who are taught by using learning strategy of Directed Reading Thinking Activity (DRTA) with  flip chart and students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) chart on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018.

scholarly journals The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Average Score ◽  
Control Group ◽  
Study Results ◽  
Comprehension Skills ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Total Average

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

scholarly journals The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

2022 ◽  
Vol 12 (1) ◽  
pp. 17-27
Author(s):  
Nisreen A. Ma’youf ◽  
Ibtehal M. Aburezeq
Keyword(s):  
Reading Comprehension ◽  
United Arab Emirates ◽  
Teaching Strategy ◽  
Control Group ◽  
Comprehension Skills ◽  
Fourth Grade Students ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Differentiated Teaching

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.

Intelligence Differences and Mediation Factors: A Sequential Explanatory Study of Improvement of EFL Undergraduate Students’ Reading Comprehension Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Suleyman Celik
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Skills ◽  
Multiple Intelligence ◽  
Control Group ◽  
Dominant Type ◽  
Teaching Activities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

In this quasi-experimental study, quantitative findings were examined in terms of how grouping students based on their dominant type of Multiple intelligence and providing different Multiple Intelligence activities that correspond to their intelligence type effect the development of their reading skills. A control group and an experimental group were designed to compare the effectiveness of the Multiple Intelligence teaching activities and tasks on the development of reading skills. A questionnaire was administrated to the 95 undergraduate EFL junior students to identify their dominant type of intelligence at a private university in Iraq. Based on their dominant type of intelligence, different learning centers were established with different activities for each one. After a 16-week experiment period the effects of Multiple Intelligence teaching activities were measured by using pretest, progress tests, achievement exams and a posttest. The results of this study indicated that the experimental group has significantly developed their reading comprehension skills in terms of understanding and visualizing the meaning in the mind. In addition, there were considerable association between Multiple Intelligence teaching activities and students’ motivation to the classes that reinforces classroom management as well.

The Impact of Scaffolding Strategies in Enhancing Reading Comprehension Skills of University Students in a Saudi Context

2017 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Arwa Abdullah AbdulRahman Al Eissa ◽  
Abdullah Al-Bargi
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Control Group ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Scaffolding Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Experimental Group

Based on a mixed method research design, this study aims to investigate the effectiveness of applying scaffolding strategies in enhancing reading comprehension skills of female students at King Abdulaziz University in the city of Jeddah in Saudi Arabia. The participants of the study were thirty-three female students at the preparatory year program (PYP) who were registered at the proficiency level 104 (B1/Threshold level on the Common European Framework of reference for language; CEFR). They were divided into two groups: Seventeen students in the control group and sixteen students in the experimental group. Both groups were exposed to the same reading lessons but with the experimental group exposed to scaffolding strategies. Prior to the treatment, a pretest was administered to both groups. Once the treatment was accomplished, a posttest was administered to investigate the effect of applying scaffolding strategies on developing reading comprehension skills. Furthermore, qualitative data was collected via open-ended questionnaire. The results of the study indicated that there was a statistically significant difference between the pretest and posttest of the experimental group in favor of the posttest. Furthermore, students showed a positive attitude to the scaffolding technique as a motivation factor to their learning. Conclusions and recommendations for further research are given at the end of this study.

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