The effect of an instructional program based on content schema activation strategies on EFL Students’ reading comprehension and vocabulary acquisition
Other Title(s)
أثر برنامج تدريسي قائم على استراتيجيات تفعيل المعرفة السابقة للمحتوى في الاستيعاب القرائي و اكتساب المفردات لطلبة اللغة الإنجليزية
Dissertant
Thesis advisor
Comitee Members
al-Jadiri, Adnan H.
Garalih, Ayman
al-Sharah, Nayil Darwish
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Ph.D.
Degree Date
2013
English Abstract
The purpose of this study was to examine the effect of an instructional program based on content schema activation strategies on EFL students’ reading comprehension and vocabulary acquisition.
Specifically, this study answered the following questions: 1.
What are the components of the instructional program based on the content schema activation strategies for EFL students? 2.
What is the effect of an instructional program based on content schema activation strategies on EFL students’ reading comprehension? 3.
What is the effect of an instructional program based on content schema activation strategies on EFL students’ vocabulary acquisition? The researcher developed the instructional program based on the principles of content schema.
It included an introduction, objectives, three content schema activation strategies, teacher's training, activities, methodology, evaluation and process outcomes.
The subjects of the study consisted of 76 tenth grade students who studied in Jarash Secondary School for Boys during the year 2011/2012.
This school was selected on purposefully; there were two sections for the 10th grade students.
Section A consisted of 41students representing the experimental group and section B contained 35 students representing the control group.
The two tenth grade students’ sections were assigned to the levels of treatment randomly.
The experimental group was taught by the content schema activation strategies by a volunteer teacher who was trained to teach using the content schema activation strategies, while the control group was taught by the traditional method of teaching by the same teacher.
The study involved a reading comprehension test and a vocabulary acquisition test.
Both tests were developed, content validated, and piloted as appropriate.
The computed reliability for internal consistency of the comprehension test is 0.79 and of the vocabulary acquisition test is 0.77.
One –Way Analysis of Covariance ANCOVA is used to detect the significance of differences between the mean scores of both groups at the level of α= 0.05.
The results of the study show that there is a statistically significant difference at the level of α = 0.05 between the mean scores of the two groups on the reading comprehension test in favor of the experimental group.
It also shows that there is a statistically significant difference at the level of α = 0.05 between the mean scores of the two groups on the vocabulary acquisition test in favor of the experimental group.
The study recommended that the Ministry of Education (MoE) in Jordan is invited to reconsider the principles and instructional strategies of schema and content schema in designing EFL school curricula.
Teachers of English in Jordan are also invited to reconsider their classroom offerings in view of the strategies based on content schema.
Further research is welcomed to explore content schema based strategies in improving other areas of EFL learning including listening skills.
MoE is also invited to introduce especial training courses for EFL teachers on the use of content schema activation strategies program in teaching reading comprehension and vocabulary acquisition.
The study advised EFL teachers to involve content schema activation strategies in the learning process to enhance students' reading comprehension and vocabulary acquisition.
The study recommended future researchers to apply the same experiment at other different levels of learners in school.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
113
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Study background.
Chapter Two : Review of related literature.
Chapter Three : Method and procedures.
Chapter Four : Results of the study.
Chapter Five : Discussion and recommendations.
References.
American Psychological Association (APA)
Zurayqat, Yusuf Rashid. (2013). The effect of an instructional program based on content schema activation strategies on EFL Students’ reading comprehension and vocabulary acquisition. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-580977
Modern Language Association (MLA)
Zurayqat, Yusuf Rashid. The effect of an instructional program based on content schema activation strategies on EFL Students’ reading comprehension and vocabulary acquisition. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2013).
https://search.emarefa.net/detail/BIM-580977
American Medical Association (AMA)
Zurayqat, Yusuf Rashid. (2013). The effect of an instructional program based on content schema activation strategies on EFL Students’ reading comprehension and vocabulary acquisition. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-580977
Language
English
Data Type
Arab Theses
Record ID
BIM-580977
