The impact of cooperative integrated reading and composition strategy on the Jordanian basic stage students' reading comprehension, writing, and attitudes towards English

العناوين الأخرى

أثر الاستراتيجية التعاونية التكاملية في القراءة و التعبير على الاستيعاب القرائي و الكتابة لدى طلاب المرحلة الأساسية في الأردن و اتجاهاتهم نحو اللغة الإنجليزية

مقدم أطروحة جامعية

al-Zubi, Muhammad Akram

مشرف أطروحة جامعية

Shair, Awatif Ali

أعضاء اللجنة

al-Abd al-Haqq, Fawwaz
al-Kumi, Abd al-Salam Abd al-Khaliq
al-Jadri, Adnan Husayn

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

2007

الملخص الإنجليزي

This study aimed at investigating the impact of Cooperative Integrated Reading and Composition Strategy on the Jordanian Basic Stage Students' reading comprehension, writing and attitudes towards English.

It attempted to answer the following questions: 1.

What is the effect of Cooperative Integrated Reading and Composition (CIRC) strategy on reading comprehension compared with conventional method? 2.

What is the effect of CIRC on writing compared with conventional method? 3.

What is the effect of CIRC on attitudes of the ninth grade students towards English compared with conventional method? To answer the questions of the study, the researcher prepared a program based on the CIRC strategy for the experimental group.

Forty eight male students in the ninth grade were purposefully chosen from Nahlah Basic School for boys in the academic year 2006/2007.

The participants of the study consisted of two assigned sections.

The experimental group was taught according to CIRC strategy; while the control group was taught according to the conventional way.

The two groups were found equivalent upon analyzing the data in the pre-achievement test.

Two instruments were used in this study, namely, the reading and writing achievement test, and attitudes scale towards English.

To establish the validity for the test and the questionnaire, the method of content validity was used.

The test and the questionnaire were given to a jury of eight specialists.

The reliability of the test was established by test re-test which was computed by using Pearson's Correlation Formula.

The reliability of the questionnaire was computed using Cronbach's Alpha. Before carrying out the experiment, a pre-test for the reading comprehension and writing was administrated.

By the end of the experiment, the researcher administered the reading comprehension and writing test and the attitudinal scale post-tests to both groups. Analysis of covariance (ANCOVA) was used to detect any significant differences between the two groups on the reading comprehension and writing.

The results revealed that the achievement of reading comprehension of the students in the experimental group significantly improved, as well as the mean scores of writing.

The attitudes of the experimental group were higher. On the basis of the results of the present study, the researcher recommended that reading and writing receive due attention and that CIRC strategy be used in teaching EFL.

The study also proposed a number of recommendations and suggestions for future research.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

149

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-435315