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 Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

2019 ◽  
Vol 12 (4) ◽  
pp. 166
Author(s):  
Mohamed Farrag Ahmed Badawi
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Effect Size ◽  
Secondary School Students ◽  
Morphological Awareness ◽  
Control Group ◽  
School Students ◽  
Intact Group ◽  
Morphological Instruction ◽  
Experimental Group

The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students’ EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants’ morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants’ mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students’ morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students’ morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

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.

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