Utilizing The Deep Approach to Learning for Developing EFL Higher-Order Reading Skills among Engineering Students
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة بنها - كلية التربية |
| المؤلف الرئيسي: | Mohammad, Fatma Sadek (Author) |
| مؤلفين آخرين: | Amin, Magdy Mohammad (Co-Author) , Zakarya, Sarah Radwan Mohammad (Co-Author) , Abdel Haq, Eman Mohammad (Co-Author) |
| المجلد/العدد: | مج31, ع122 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2020
|
| التاريخ الهجري: | 1442 |
| الشهر: | أبريل |
| الصفحات: | 43 - 86 |
| DOI: |
10.12816/JFEB.2020.135289 |
| ISSN: |
1110-2411 |
| رقم MD: | 1101841 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
The Deep Approach to Learning | ESP Higher-Order Reading Skills
|
| رابط المحتوى: |
عدد مرات التحميل
26
| المستخلص: |
Academic reading skills are very vital for university students. This paper aimed at investigating the role of the deep approach to learning in utilizing English ESP higher-order reading skills among engineering students. Sixty three participants from first year students at Benha Faculty of Engineering were randomly assigned into two groups: an experimental group (n=33) and a control group (n=30). Two main instruments were used: an academic reading pre-test, and an academic reading post-test. Quantitative data analyses were conducted. Using T-test to compare the mean scores of the control group and the experimental group in the pre-post application. Results showed that the experimental group students have developed their EFL higher-order reading skills. It was concluded that the “the deep approach to learning” was effective in utilizing ESP higher-order reading skills of the participants. It was also recommended that the deep approach to learning is very effective in developing language learning in general and in developing EFL higher-order reading skills in specific. The deep approach to learning should be integrated into ESP higher-order reading skills approachs. |
|---|---|
| ISSN: |
1110-2411 |
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