The directed reading thinking activity for enhancing reading comprehension and metacognitive awareness among English department faculty of education students

Abstract EN

The present study aimed at investigating the effectiveness of using the Directed Reading Thinking Activity (DRTA) on enhancing English reading comprehension skills and metacognitive awareness among first year English Department students at the Faculty of Education.

It was a one group pre-, post-test, quasi- experimental design.

The participants were thirty-eight first year English Department students at the Faculty of Education, Aswan University.

The instruments were an English reading comprehension skills test and a metacognitive awareness scale for assessing the experimental group’s reading comprehension skills and metacognitive awareness before and after the experiment.

The researcher taught reading comprehension passages to the experimental group by using the DRTA.

The obtained data was statistically treated by using the SPSS.

The results revealed that the experimental group’s reading comprehension skills and metacognitive awareness were enhanced as a result of using the DRTA in teaching them reading comprehension.

Therefore, the DRTA was found to be effective in enhancing reading comprehension skills and metacognitive awareness among first year English Department Faculty of Education students.