Using a Webquest Model to Develop Critical Reading Achievement among Languages and Translation Department Students at Arar College of Education and Arts (original) (raw)
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This study aimed at investigating the effect of using a WebQuest Model (WM) on General Secondary Stage students' critical reading performance. The participants were first year General Secondary Stage students at Asmaa' Bint Abi Bakr General Secondary School for Girls in Suez Governorate in Egypt. Twenty four first year General Secondary Stage students participated in each of the experimental and control groups. Both groups were pre-tested by using the Critical Reading Performance Test (CRT) for equivalence in their critical reading performance. The researcher trained the experimental group on using the WM to develop their critical reading performance. The experiment was conducted at the very beginning of the second term of the school year 2008-2009. The experimental group and the control group were post-tested by using the CRT. Differences between the mean scores of the pre-and post-CRT was calculated by using the t-test. Results showed that statistically significant differences were found between the mean scores of the experimental group and the control group on the post-CRT in favor of the experimental group. Results also revealed that there were statistically significant differences in the mean scores of the experimental group between the pre-and post-CRT in favor of the post-CRT. Results indicated the effectiveness of using the WebQuest in developing General Secondary Stage students' critical reading performance. It is recommended that curriculum designers, teacher-trainers and textbook writers have to focus on providing strategies based on using the WebQuest in teaching all language skills to General Secondary Stage students. Suggestions include investigating the effect of using the WebQuest on General Secondary Stage students' writing performance and writing apprehension.
The Effect of WebQuests on EFL Students' Critical Reading
This study aimed to investigate the effect of WebQuests on EFL students’ critical reading. A one-group pre-posttest design was adopted with 23 3rd-year EFL majors at Suez Faculty of Education as participants. They were pretested on critical reading. Two WebQuests were used: one created by the researcher and completed by participants and the other both created and completed by participants. Participants were posttested on critical reading. Statistical analysis revealed significant gains in critical reading between pretest and posttest. It was recommended that WebQuests be incorporated in EFL college reading courses.
2017
The purposes of this study were 1) to develop an instructional model integrating WebQuest Learning Approach and Reflective Practice to enhance English critical reading ability of undergraduate students, 2) to investigate the effectiveness of the instructional, and 3) to investigate undergraduate students' English critical reading ability development learning with the instructional model. The research and development processes were divided into four phases: 1) studying of the significance of the problem and learning approaches, 2) developing of the instructional model integrating WebQuest Learning Approach and Reflective Practice, 3) Studying the effectiveness of the instructional model integrating WebQuest Learning Approach and Reflective Practice, and 4) Revising and developing the instructional model integrating WebQuest Learning Approach and Reflective Practice. The sample consisted of 11 second-year undergraduate students majoring in English as a foreign language at the Facu...
The main purpose of this research was to investigate the impact of Dynamic Assessment-based instruction on the development of critical reading through an interventionist approach and based on quasi-experimental research design. For selection purposes, PET (Primarily English Test) was used and 61 male students were chosen out of 80 male students. 30 students were included in the experimental (DA) group and 30 students were chosen for the control (Non-DA) group. All assessment sessions and the enrichment program (EP) sessions took place within a thirteen-week period, excluding a week of break. The mediation procedures were based on the Graduated Prompt Method. Before the EP sessions, the critical reading and vocabulary sections of the new SAT were administered statically to students in both groups as a pre-test. The reading passages were selected from sample tests of SAT and also were ranked using Flesh Reading Scores based on their degree of difficulty. After having 10 EP sessions, the same test was administered dynamically as a post-test to the DA group and statically to the Non-DA group. A month later, a far transfer assessment test was administered dynamically to the DA group. The Data were analyzed through independent T-tests, a set of one –way ANOVA and Pearson Correlations. The results showed that there was a significant difference in scores for DA group post –test and Non-DA group post-test. Additionally, there was a strong correlation between DA and transfer assessment scores. It was concluded that the participants' performance improved significantly on the DA posttest and far transfer assessment tests. ABSTRAK Tujuan utama kajian ini adalah untuk mengkaji kesan pengajaran berasaskan penilaian dinamik kepada pembangunan bacaan kritikal melalui pendekatan campur tangan dan berdasarkan reka bentuk kajian kuasi-eksperimen. Untuk tujuan pemilihan PET (terutamanya English Test) telah digunakan dan 61 pelajar lelaki daripada 80 pelajar lelaki telah dipilih sebagai responden kajian. 30 pelajar termasuk dalam kumpulan eksperimen (DA) dan 30 pelajar dipilih untuk kawalan kumpulan (Non-DA). Semua sesi penilaian dan sesi program pengayaan (EP) berlaku dalam tempoh 13 minggu, tidak termasuk satu minggu rehat. Prosedur penghantaran adalah berdasarkan Kaedah Menamatkan Pengajian. Sebelum sesi EP, kritikal membaca dan perbendaharaan kata bahagian SAT baharu telah ditadbir secara statik kepada pelajar di kedua-dua kumpulan sebagai pra-ujian. Beberapa petikan membaca telah dipilih daripada ujian sampel SAT dan juga kedudukan menggunakan Flesh Scores Reading berdasarkan ijazah kesukaran. Selepas 10 sesi EP, ujian yang sama ditadbir secara dinamik sebagai pos-ujian untuk kumpulan DA dan statik kepada kumpulan Non-DA. Sebulan kemudian, satu ujian pemindahan penilaian ini telah ditadbir secara dinamik untuk kumpulan DA. Data dianalisis melalui ujian-t, satu set satu hala ANOVA dan Pearson korelasi. Hasil kajian menunjukkan bahawa terdapat perbezaan yang signifikan dalam skor untuk DA kumpulan ujian pos dan bukan DA kumpulan ujian pos. Selain itu, terdapat korelasi yang kuat antara DA dan markah penilaian pemindahan. Dapat dibuat kesimpulan bahawa prestasi peserta meningkat dengan ketara pada pasca DA dan ujian penilaian pemindahan ini. Kata kunci: Penilaian dinamik; pembacaan kritikal; program pengayaan; penilaian pemindahan introduction
The aim of this study is intended to show the implementation of WebQuest model to improve students' reading comprehension and their effectiveness in learning process through WebQuest Model. Concept of WebQuest to improve students' reading comprehension by doing task . The task could be reading text such as narrative and descriptive text. The task is presented in website. The kinds of comprehension that the students can achieve by using WebQuest model are literal comprehension and inpretative comprehension. The process of WebQuest model to improve students' reading comprehension consist of some steps, those are introduction, task, resources, process, evaluation and conclusion.
The Effects of Using WebQuests on Reading Comprehension Performance of Saudi EFL Students
Turkish Online Journal of Educational Technology Tojet, 2012
This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group received the traditional teaching only. The students' comprehension performance in the post-test was compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. Significant differences occurring in the experimental group's post-test comprehension performance when compared to the pre-test indicate that using WebQuest can improve students' reading comprehension performance. The results indicate WebQuests have potential for use in promoting reading comprehension. Teachers and students do, however, need to be trained in order to use WebQuests more effectively.
Researchers believe that awareness and monitoring of one's comprehension processes are critically important for skilled reading. A major issue in education today is the concern about students' ability to read critically and to evaluate the material. This study was designed to investigate the impact of teaching critical reading strategies on the development of critical reading ability of EFL learners. To this end, 60 third semester Iranian college students of Islamic Azad University, Qom branch, majoring in English translation, aged between 21 and 36 were selected to participate in this study. They were assigned to two experimental and control groups after being homogenized through a Nelson test. After the pretest, the same content (10 reading texts) was taught to both groups with the only difference that the experimental group was taught critical reading strategies such as annotating, questioning, outlining, summarizing, and inferencing while in the control group the common ...
The Effect of Inquiry-Based Learning Strategy on Critical Reading Skills
2023
Abstract Khalil, Ghazi Abdulaziz, (2023). The Effect of Inquiry-Based Learning Strategy on Jordanian EFL Tenth-Grade Students' Critical Reading Skills and their Attitudes towards it. Supervisor: Prof. Dina Abdulhameed Al-Jamal. This study investigated the effect of inquiry-based learning (IBL) on the critical reading skills of Jordanian tenth-grade EFL students and their attitudes towards it were also investigated. Participants in the study were 60 male students from Al-Taibah Comprehensive School for Boys at Al-Taibah and Al-Wistyah Directorate of Education in Irbid. The experimental and control groups were each assigned an equal number of students at random. The researcher designed an IBL strategy instructional program, a pre-/post critical reading test, and an attitudinal questionnaire in order to achieve the purpose of the study. The treatment lasted eight weeks during the first semester of the academic year 2022–23. Statistically significant differences (α = 0.05) were found between the pre-test and post-test mean scores attributable to IBL strategy use. The results also demonstrated that the participants' critical reading skills improved as a result of their participation in the program's reading activities. In addition, the study revealed that IBL strategy had a positive effect on students' attitudes towards employing the strategy under investigation. The participants described the instructional program as advantageous, engaging, and efficient. The current study recommended implementing the IBL strategy to improve students' critical reading skills. Keywords: Attitudes; Critical Reading Skills; EFL Learners; Inquiry-Based Learning Strategy.
Research Article, 2023
The purpose of this study is to enhance awareness about critical reading strategies among English language learners in public sector schools. The current study focused on high school English language learners and their level of understanding towards critical reading strategies. The nature of the current study is qualitative, in this study teacher researcher had observed that EFL learners, they were unaware about the use of critical reading strategies at secondary school level. This study is purely an action research conducted into three phases by using Stringers (2007) action research cycles. In first phase teacher researcher had analyzed the content of critical reading exercises from textbook published by Sindh textbook board Jamshoro. In the second phase researcher observed the research participants through observation checklist. In the third phase teacher researcher conducted the semi-structured interviews. In last to ensure the validity of data researcher had triangulated the collected data. The data collected in first phase was analyzed through content analysis using Tovani (2000) critical reading model. Moreover the data collected through observation checklist and semi-structured were analyzed through thematic analysis using Braun and Clarke model (2006). The results revealed that critical reading promotes critical reading comprehension, it helps in understanding the meaning behind the text. It is deduced from interviews data that EFL learners' comprehension level was low due to lack of critical reading strategies.
To achieve learning objectives, especially in critical reading courses, it is important to provide good service in terms of teaching materials. One of the important things to do before developing materials, you need to analyze the needs of your students. This research aims to analyze students' needs for critical reading learning materials in the English department. This research is descriptive research using a quantitative approach with questionnaire data collection techniques. The respondents of this research are 15 5th Semester Student 2023 English Department Sayyid Ali Rahmatullah State Islamic University Tulungagung. They were asked 5 questions. Results show that students argue that listening and grammar are the most difficult skills for students to master basic English Skill.