أثر استراتيجية التساؤل الذاتي في تنمية مهارة القراءة الناقدة لدى طلبة السنة أولى في جامعة الحسين بن طلال في الأردن

Abstract EN

This study aimed at investigating the effect of self-questioning strategy in developing the critical reading skill among the freshmen students at Al-Hussein bin Talal University in Jordan.

To realize what the study aimed at, a test has been developed to measure the critical reading skill.

The researcher adopted a quasi-experimental method in which the experimental group consisting of (35) students was taught in accordance with the self-questioning strategy (KWL), and the control group consisting of (35 students) was taught in the usual way.

The test was applied prior and post- teaching on the two groups.

The Analysis of Covariance results (ANCOVA) showed a significant difference at (α≤05,0) between the two groups which is attributed to the SelfQuestioning Strategy (KWL) in developing the critical reading skill for the experimental group.

The results also showed that (62.3%) of the variation in the performance of (the experimental group) students in the posttest of the critical reading skill is attributed to the self-questioning strategy in developing the critical reading skill.

The study recommended the using of self-questioning strategy in the teaching of English language material, and conducting other similar studies in different educational stages.