The effect of teacher-student reading conferences on the upper basic stage English language students' comprehension and their motivation towards reading

العناوين الأخرى

أثر مؤتمرات القراءة بين المعلم و الطالب في الفهم القرائي و الدافعية اتجاه القراءة باللغة الإنجليزية كلغة أجنبية لدى طلبة المرحلة الأساسية العليا

مقدم أطروحة جامعية

al-Shamali, Mutib Husayn Salih

مشرف أطروحة جامعية

al-Kumi, Abd al-Salam Abd al-Khaliq

أعضاء اللجنة

Shair, Awatif Ali
al-Khawlidah, Ahmad Hamad
Shunnaq, Abd Allah

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

2009

الملخص الإنجليزي

The present study aimed at investigating the effect of teacher-student reading conferences on the upper basic stage English as a foreign language students' comprehension and their motivation towards reading.

It attempted to answer the following questions: 1.

What is the effect of teacher-student reading conferences on the tenth graders' reading comprehension? 2.

What is the effect of teacher-student reading conferences on the tenth graders' motivation towards reading comprehension? The study hypotheses were stated as follows: 1.

There is no statistically significant difference (a ≤ 0.05) in the tenth graders' reading comprehension between the experimental group and the control group due to the method of instruction.

2.

There is no statistically significant difference (a ≤ 0.05) in the tenth graders' motivation towards reading comprehension between the experimental group and the control group due to the method of instruction.

The subjects of the study consisted of fifty tenth grade students selected from Azzmalyah Secondary School in North Ghor Directorate of Education.

These subjects were divided into an experimental group and a control group.

To examine the study hypotheses, the researcher developed a reading comprehension test and a reading motivation questionnaire to assess the subjects' reading comprehension and their motivation towards reading before and after conducting the experiment.

The reliability of the reading test and the questionnaire were established.

The researcher used the teacher-student reading conference strategy to instruct and assess the experimental group students.

The experiment lasted for one semester.

Students' scores on the reading test were analyzed using the analysis of covariance (ANCOVA).

The findings of the study showed that there was a statistically significant difference between the experimental group and the control group on the reading comprehension in favour of the experimental group which was taught by using the conference strategy.

The findings also showed that there was a statistically significant difference between the experimental group and the control group in the motivation towards reading in favour of the experimental group which was taught by using the conference strategy.

In light of these findings, the researcher proposed recommendations to the Ministry of Education, EFL teachers and researchers who are interested in the teacher-student reading conference strategy.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

119

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436245