Effects of using two questioning strategies on the EFL ninth grade students' achievement in reading comprehension and their motivation towards reading in English

العناوين الأخرى

أثر استخدام استراتيجيتين للأسئلة في تحصيل طلبة الصف التاسع في الفهم القرائي و الدافعية تجاه القراءة باللغة بالإنجليزية كلغة أجنبية

مقدم أطروحة جامعية

al-Zubi, Abd Allah Husayn

مشرف أطروحة جامعية

Bani Abd al-Rahman, Abd Allah Ahmad
al-Khawlidah, Ahmad Hamad

أعضاء اللجنة

al-Qatawneh, Khalil
al-Sharah, Nail D.
al-Manasirah, Muhammad Ahmad

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2012

الملخص الإنجليزي

The purpose of this study was to investigate the effects of using two questioning strategies on the EFL 9th grade students’ achievement in reading comprehension and motivation towards reading in English. This study aimed to answer the following questions: 1.

What is the effect of using the self-questioning strategy and reciprocal questioning strategy on the 9th grade students' achievement in reading comprehension? 2.

What is the effect of using the self-questioning strategy and reciprocal questioning strategy on the 9th grade students' motivation towards EFL reading comprehension? 3.

Is there any interaction between the strategy of instruction and students’ gender in the students’ achievement in reading comprehension? 4.

Is there any interaction between the type of reading strategy and students’ gender in the students’ motivation towards reading comprehension? The subjects of the study consisted of 180 male and female ninth grade students at Kharja schools.

The six ninth grade classes consisted of three at the girls’ school and three at the boys’ school.

The school of female had two experimental classes and one control class.

The school of male had also the same design: Two experimental classes and one control class.

Then the researcher used a reading motivation questionnaire to find out the students’ motivation for EFL reading before and after implementing the instructional programme.

The subjects of the study were pretested and posttested using the same test.

The treatment took place during the first semester, 2010/2011. To answer the questions of the study, the researcher reviewed the literature related to the questioning strategies in the Jordanian, Arab and international studies and the applying of these strategies in the field of Education.

The researcher also designed an instructional programme based on the following reading strategies: reciprocal questioning and self-questioning strategies.

Then, the researcher established the required validity of the programme components. The instructional programme consisted of the first ten units of the ninth grade students’ textbook, (ACTION PACK 9).

The researcher rewrote the intended material according to the two questioning strategies selected.

Afterwards, the two experimental groups were taught by the two questioning strategies while the control groups were taught via the traditional method.

The implementation of the programme lasted for one semester.

At the end of the semester, the two groups sat for the achievement test.

Besides, Two-way Analysis of Covariance (ANCOVA) was employed for detecting differences between the groups. The findings of the study revealed statistically significant differences in favour of the experimental groups who were taught according to the instructional programme based on questioning strategies.

There were no statistically significant differences attributed to the interaction between gender and the instructional programme. Moreover, the reciprocal questioning strategy was superior to the self-questioning strategy.

It was also found that there were statistically significant differences in the students’ motivation in favour of the experimental groups who were taught according to the instructional programme.

Furthermore, there were no statistically significant differences in the students’ motivation towards reading comprehension due to the interaction between the strategy of instruction and students’ gender. In light of these findings, the researcher presented some conclusions and recommendations.

For example, he recommended teachers to be eclectic in teaching reading comprehension by choosing the most appropriate strategy which suits their students; they should try to be creative and innovative in selecting various questioning strategies and techniques according to the level of class.

The researcher also recommended teachers to attend and participate in different training courses on teaching reading comprehension.

Moreover, teachers are advised to concentrate on active learning and accept the new role in which the teacher is no more a complete controller of the class, but rather an organizer and a facilitator who offers help when needed.

Finally, the study recommended to conduct further studies concerning the use of other questioning strategies.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الأردن
• اللغة الإنجليزية

عدد الصفحات

217

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-435170