A proposed program based on the formeaning response approach in teaching poetry to enhance the EFL experimental language secondary school students' literary competence

Abstract EN

The present study aimed at investigating the effect of a proposed program based on the Formeaning Response Approach in teaching poetry to enhance the EFL experimental language secondary school students' literary competence.

Sixty 1st secondary stage students were the participants in this study.

They were assigned randomly to an experimental group (thirty) and a control group (thirty).

The instruments were a literary competence skills checklist and a literary competence skills pre-post test designed by the researcher.

A Formeaning Response Approach based program was designed by the researcher to develop the literacy competence skills necessary for EFL experimental language 1st year secondary school students.

On the other hand, the students of the control group received the regular instruction.

The results of the study indicated that 1-The experimental group surpassed the control group in the post administrations of the literary competence test.

2- The experimental group did better in the post administrations of the literary competence test than in the pre administrations.

Therefore it could be concluded that the formeaning response approach based program has been effective in developing EFL literary competence skills.