Using Collaborative Strategic Reading to Develop EFL Prep School Students' Metacognitive Reading Skills
| المصدر: | مجلة القراءة والمعرفة |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية المصرية للقراءة والمعرفة |
| المؤلف الرئيسي: | El-Sayed, Asmaa Goda Mohamed (Author) |
| مؤلفين آخرين: | Abdel Massieh, Michal (Advisor), El-Marsafy, Azza Hamdy (Advisor) |
| المجلد/العدد: | ع231 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2021
|
| الشهر: | يناير |
| الصفحات: | 53 - 71 |
| DOI: |
10.21608/MRK.2021.141354 |
| رقم MD: | 1119878 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Collaborative Strategic Reading | Metacognitive Reading Skills
|
| رابط المحتوى: |
عدد مرات التحميل
31
| المستخلص: |
Study Aims: This study aimed at investigating the effectiveness of CSR approach on Prep School Students' Metacognitive Reading Skills. Study Approach: To achieve the study aims, the researcher adopted the experimental approach on participants of (40) students at Al Ola private Preparatory School which were randomly selected. The participants were divided into two equivalent groups. Both groups were pretested to assure that they were equivalent. The experimental group was taught using CSR while the control one was taught by the traditional method in the first term of the scholastic year 2019-2020. The experiment lasted for six weeks in which the researcher implemented the study tools to investigate the effect of CSR. The results were statistically analyzed by SPSS to be compared with the post-test results. Study tools: The researcher used 4 instruments to collect data: 1) questionnaire for teachers to determine the most important metacognitive reading skills, 2) a pre/post metacognitive reading skills test, 3) a metacognitive reading skills rubric to determine the students' metacognitive reading skills performance. The main purpose of the rubric is for scoring the pre-post metacognitive reading skills test. Study Results: The results revealed that there were statistically significant differences at (α = 0.01) between the mean scores of the control group and those of the experimental one on the metacognitive reading skills posttest in favor of the experimental group. This positive result was attributed to the effectiveness of using the CSR. Study Recommendations: According to the findings, the researcher recommends that the English Language teachers need to activate CSR approach throughout reading in order to develop their students' metacognitive reading skills. |
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