The effect of using the interactive model on the reading comprehension of fifth-scientific-secondary-school pupils in English and developing their interest towards it

Abstract EN

The present study investigates the possible effect of the interactive model on the reading comprehension of fifth-scientific-secondary-school pupils in English and examines the extent to which it can cultivate their interest in foreign language learning where a quasi-experimental design was pursued.

To achieve the aims of the study, three null hypotheses were posed.

To verify the posed hypotheses, two classes from Daarussalaam Secondary School for Boys were selected randomly.

The sample of the study comprised 43 participants divided into two groups.

Then, one of the groups (viz.

Group A) was randomly set as the experimental group and the other (viz.

Group B) the control group.

The experimental group consisted of 23 pupils and the control group consisted of 20 pupils.

Matched groups procedures were used in equating the two groups in several non-experimental variables.

The results showed that the experimental group and the control group were statistically equivalent across all the pretreatment measures.

After ten weeks of instruction, the results revealed that the experimental group had statistically significant gain scores between their pretests and posttests on the interest scale and on their posttests on the reading comprehension achievement test.

The control group, however, did not have statistically significant gain scores on both dependent measures.

The interactive model was beneficial to the fifth-scientific- secondary-school pupils.

Consequently, the major findings invalidated the first and second null hypotheses of the study, but validated the third one.

In view of the findings obtained, application of reading strategies on the basis of the interactive model has been recommended