The Effect of Using Text Structure Strategy "TSS" on Enhancing EFL Preparatory Stage Pupils' Reading Comprehension Skills and Their Attitude
| المصدر: | مجلة كلية التربية بالمنصورة |
|---|---|
| الناشر: | جامعة المنصورة - كلية التربية |
| المؤلف الرئيسي: | Mohamed, Sara Mahmoud Tolba (Author) |
| المجلد/العدد: | ع106, ج4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2019
|
| الصفحات: | 66 - 80 |
| DOI: |
10.21608/MAED.2019.135079 |
| ISSN: |
1110-9777 |
| رقم MD: | 1120278 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Text Structure Strategy "TSS" | EFL Reading Comprehension Skills "RCS" | Attitude
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
The present study aimed at investigating the effect of using Text Structure Strategy (TSS) on enhancing 2nd EFL preparatory stage pupils' reading comprehension skills and their attitude. The targeted reading comprehension sub- skills were (understanding, text attack skills, searching, inference, prediction, problem solving). The participants of the study were eighty- 2nd year preparatory pupils drawn from “Kolongnile School for Basic Education” in Mansoura city. They were divided into two groups: an experimental group who received the TSS treatment and a control group who received the traditional method of teaching. Each group consisted of forty (N= 40) pupils. The experimental treatment was conducted during the second semester in the academic year 2016/2017. The study adopted the quasi-experimental design. Three instruments were used: Reading Comprehension Skills questionnaire to determine the most suitable reading comprehension skills for second year preparatory pupils, Reading Comprehension Skills test, and an attitude scale to identify the pupils' attitudes towards reading. Results indicated that Text Structure Strategy (TSS) helped participants improve their EFL Reading Comprehension Skills and enhance their attitude towards reading. |
|---|---|
| ISSN: |
1110-9777 |
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