The Effect of the Self-Questioning Strategy as a Generative Learning Strategy on Iranian Intermediate EFL Learners’ Reading Comprehension (original) (raw)
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This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, th...
Effect of Using Self-Questioning Strategy on Students Reading Comprehension
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The objective of this research is to find out the effectiveness of using self-questioning strategy on students reading comprehension in the grade eight students at MTs DDI Soni. This research used quasi-experimental design. Research subject were selected using cluster random sampling. The sample of this research was 40 students of the grade eight at MTs DDI Soni. This research used two classes. VIII R.A as experimental class and VIII N.A as control class. The experimental class and control class were given pre-test and post-test, but only the experimental class has given treatment. The mean score of experimental class in pre-test is 34 and post-test is 51,4. While the mean score of control class in pre-test is 37 and post-test is 42,2. Based on the result of the pre-test and post-test, the tcounted of this study is (3,38). In conclusion, the use of self-questioning strategy can improve the reading comprehension at the grade eight studens at MTs DDI Soni.
Self – Questioning Strategy on Reading Comprehension Process
Proceedings of the 5th Asia Pasific Education Conference (AECON 2018), 2018
This study aim to get an indepth understanding of the self-questioning strategy on reading comprehension process. The reading skill is essentially complicated by many things, not just pronunciation, but also involving visual, thinking, psycholinguistic, and metacognitive activities. Research subjects are students of a fifth semester at the English Education Program UIN Raden Intan Lampung. Research design is qualitative research by using ethnography method. Qualitative research with ethnography method is intended to explain the cultural aspects of the implementation of selfquestioning strategy in students' reading process of fifth semester in English education study program, UIN Raden Intan Lampung. The research found a unique cultural theme, namely the use of self-questioning strategy in the process of reading comprehension of students with a pattern of activities that are interrelated and affect. The form of selfquestion in the process of understanding the reading of students is characterized by the many types of questions generated by students during the process of reading comprehension.
Self-questioning and prose comprehension : A sample case of ESL reading
Asia Pacific Education Review, 2002
An experiment was conducted to find out if self-questioning as a reading strategy would help improve comprehension of prose texts in English, a second language for Filipinos. Following a pretest-posttest design, students enrolled in Developmental Reading were randomly assigned to the control group, which read the assigned text, and the experimental group, which used self-questioning as a reading strategy. The control and experimental groups took the same test in the pretest and posttest and their performances were compared. Overall, the experiment showed that self-questioning did not have a significant effect on comprehension of a prose text in English. Although results showed that verbal ability was a factor in the ability to generate questions, the type and number of questions asked were not significant factors in test performance. The cultural background of the participants, time constraints, the method of comprehension evaluation used by the study, and the nature and duration of question-formulation training could all help to explain the results achieved.
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Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET) as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperform...
This study was to examinethe impact of Question-Answer Relationship (QAR) and Self-Questioning (SQ) on the reading ability of the undergraduate students with high and low reading motivation levels.Thirty-four third semester students at English department of Universitas Mataram Indonesia were involved. They were assigned into two experimental groups who received either QAR or SQ strategy instructionfor ten weekly-meetings.Each group consist of nine students with high and eight students with low reading motivation based on their motivation for reading questionnaire scores. This study was a quasi-experimental design with a pretest and posttest. The obtained reading scores were analyzed by using t-test and ANOVA with the help of SPSS 23. The results showed that: 1) the comprehension-strategy instruction could foster the students’ reading ability, however, SQ had a more significant positive effect than QAR. 2) QAR was more effective for the students with low reading motivation than for their peers with high reading motivation, whereas, SQ was more effective for the students with high reading motivation than for their peers with low reading motivation. And 3) there was no interaction between the comprehension-strategy instruction and reading motivation.Keywords
The Impact of Instructing Self-Questioning in Reading Literary Texts
International Journal of Linguistics, 2012
This study sets up to address two research questions: 1) the effect of teaching students self-questioning strategy while reading literary texts on students' ability to do so independently and 2) the effect of using this strategy on improving their comprehending of literary texts. To this end, 32 participants were taught self-questioning strategy using Dubravac and Dalle's (2002) model of question types. Findings suggest that students were able to ask questions independently at the end of the experiment. Furthermore, a paired t-test showed significant difference between the pre-test and post-test means of the participants. The finding of this research can have some implications for teaching literature to ESL students.
Nowadays, with the interests in the role of learners in the field of second/foreign language learning and teaching, the search for how students use self-regulation strategy in intensive reading comprehension has attracted researchers. The present study was an attempt to investigate whether there is any relationship between self-regulation strategy and intensive reading comprehension among Iranian intermediate EFL learners. Therefore, in order to collect the related data, reading section in preliminary English test (PET) published by the Council of Europe was administrated to 90 students to establish the homogeneity of them in terms of their reading comprehension knowledge and 60 participants were selected. Next, Self-Regulating Capacity in Intensive Reading Comprehension (SRC-irc) questionnaire by Dornyei, Schmitt, and Tseng (2006), was administrated to the selected participants in order to specify the self-regulation strategy in intensive reading comprehension among Iranian intermediate EFL learners. To achieve the objectives of the study, some statistical techniques such as Pearson Product Moment Correlation, and Analysis of Variance were conducted. The results of analyses showed that there is a no correlation between critical thinking ability and self-regulation strategy among Iranian intermediate EFL learners. Keywords: Self-regulation, Intensive Reading Comprehension, Significant Relationship, Strategy
International Journal of Research Studies in Language Learning, 2016
Reading is one of the key sources of input for foreign and second language learners. Teachers therefore should use a set of useful strategies in order to help their students to develop a positive attitude toward reading. This study investigated Iranian EFL learners' attitudes towards the use of pre-and post-questioning techniques in their reading comprehension class. Thirty elementary EFL students studying English at Shokooh language institute in Gonbad-e Kāvus, Iran participated in this study. These students received pre-and post-questioning techniques (each class 15) in Autumn 2014-2015. The students' attitudes were examined by two independent Likert agree/disagree type teacher-made questionnaires. These questionnaires were designed to elicit the participants' attitudes towards the role of pre-and post-questioning techniques on their reading comprehension. Later, the results of the two questionnaires were analyzed using descriptive statistics. The results of these questionnaires clearly showed that the students in both groups completely recognized the advantages of using questioning techniques in their reading classes. Overall, students in both pre-and post-questioning groups had positive attitudes towards using such techniques in their reading comprehension classes. Some implications for EFL teachers and reading material developers in using strategies in reading classes are suggested at the end.
The Use of Questioning Strategy to Improve Students’ Reading Comprehension
ELLITE: Journal of English Language, Literature, and Teaching
This research is a classroom action research which was conducted at SMA Muhammadiyah Jember. It is aimed at improving students’ reading comprehension by the use of questioning technique. The second grade students were taken as the subjects of the research. They are all thirty-two students. The data were collected from in-depth-interview during the process of teaching and learning and test which was given in the end of the process. In the first cycle, there were twenty students (62.5%) who gain the criteria of success. Meanwhile, in the second cycle, twenty-six students (81.25%) gain the target score. This showed that the students were successful in reading comprehension class. The conclusion of the study is that the use of Questioning Strategy can improve the second grade students’ reading comprehension of SMA Muhammadiyah 2 Jember.Keywords: reading comprehension, questioning strategy.