The Effect of CALLA-Based Learning Strategies on Developing Students’ Reading and their Satisfaction towards English
| المصدر: | مجلة بحوث في تدريس اللغات |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية التربوية لتدريس اللغات |
| المؤلف الرئيسي: | Rafidi, Tina Yaser Qustandi (Author) |
| المجلد/العدد: | ع16 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2021
|
| الشهر: | يوليو |
| الصفحات: | 420 - 470 |
| DOI: |
10.21608/ssl.2021.41937.1016 |
| ISSN: |
2535-2148 |
| رقم MD: | 1392514 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Learning Strategies | CALLA Learning Strategies | Reading Skills | Palestine
|
| رابط المحتوى: |
عدد مرات التحميل
6
| المستخلص: |
This study aimed at examining the effect of the Cognitive Academic Language Learning Approach (CALLA) on developing students’ reading skills and their satisfaction towards English. The study adopted a mixed method quasi-experimental design, in which 59 participants from two intact classes from Birzeit University, Palestine were randomly assigned to an experimental or control group. To test the study hypotheses, five instruments were implemented on different intervals during the 14-week treatment utilizing descriptive and inferential statistics to analyze data quantitatively. In addition, the CALLA Language Learning Strategies Reading Questionnaire (LLSR), and interviews were analyzed qualitatively. Main findings revealed that the intervention had a significant impact on developing students’ reading skills. Results also showed that there is a positive correlation between the pre-post reading test and the reading component in the international standardized TOEFL ITP/level 2 test. Findings also suggest a strong association between students’ reading performance, language development, and the three thinking levels of reading comprehension. Furthermore, substantial gains and statistical differences were revealed when analyzing the interpretive, and critical thinking levels of reading comprehension, thus insignificant differences appeared on the literal level of reading which reveals that the relationship between the three thinking levels of reading comprehension is non-linear or recursive in nature and it overlaps. Qualitatively, findings from the CALLA (LLSR) questionnaire revealed that the integration of the CALLA cognitive, metacognitive, and social-affective learning strategy awareness and strategy use are essential in developing self-regulation in reading. Therefore, differentiation in reading instruction proved to be effective as it bolsters motivation and creates readiness among students. Furthermore, students from different levels affirmed their satisfaction towards the reading program and its objectives. |
|---|---|
| ISSN: |
2535-2148 |
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