Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

Al-Damiree, Rula Rasheed; Bataineh, Ruba Fahmi

doi:10.12785/jtte/040106

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…Furthermore, Jordanian researchers (e.g., Al-Jamal, Hawamleh, & Al-Jamal, 2013; [6] Al-Damiree & Bataineh, 2015; [2] Smadi&AlShra'ah, 2015; [31] Bataineh & Mayyas, 2017; [15] Al-Khamaiseh & Al-Jamal, 2022) [7] indicated that EFL Jordanian students face problems while reading, as contributed to the lack of proper instructional strategy. To overcome this problem, integrating self-questioning strategy may improve students' reading comprehension skills.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

Hamad,

Baniabdelrahman

2023

j. of int. educ. and pract.

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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, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

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Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

Hamad,

Baniabdelrahman

2023

j. of int. educ. and pract.

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“…Reading is a complex skill that entails different variables, and having proficient readers is important at all stages both in Jordan and around the globe (Al-Damiree & Bataineh, 2016). Some of the major topics to be discussed are reading literacy, reader characteristics, instructional design, extensive reading, literary instruction in EFL reading, and reading assessment (Hedgcock & Ferris, 2009).…”

Section: Research Bodymentioning

confidence: 99%

“…Despite the many endeavors to improve the quality of EFL instruction in general and reading instruction in particular, EFL students at all levels are reported to suffer from difficulties in reading and reading comprehension (Al-Makhzoumi, 1986;Bataineh & Al-Barakat, 2005, 2011Bataineh & Al-Shorman, 2005, Bataineh & Alqatanani, 2011AlKhawaldeh, 2012;Smadi & Alshra'ah, 2015;Al-Damiree & Bataineh, 2016, Bataineh & Al-Kofeiri, 2018. Although many researchers examined reading difficulties for EFL students (Bataineh & Barakat, 2005;Hussien, 2012;Al-Jamal, Hawamleh, & Al-Jamal, 2013;Qrqez & Ab Rashid, 2017), further research is needed to identify the potential obstacles that face EFL reading.…”

Section: Problem Of the Studymentioning

confidence: 99%

A Meta-Analysis of Reading Research around the World: Towards a Set of Guiding Principles for EFL Reading Instruction

2021

IUGJEPS

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This study attempted to shed light on the reading research conducted over the last twenty years for the purpose of reflecting on the most and least addressed aspects of reading in the research. This study is also hoped to constitute a resource for scholars about the latest initiatives in the reading research in general and in EFL reading in particular. In order to answer the research aims, a meta-analysis of 45 articles was conducted. Despite the fact that the methodology adopted for this study was thematic and qualitative, frequency counts were made. A corpus of 45 international articles titles, which met the selection criteria within the overall database of five leading journals, was collected. A seven-step procedure was followed to sort and analyze the data. The findings showed that there were six major themes, which were ranked in terms of their frequency of distribution into reading comprehension, reading strategies, reading ability, reading literacy, reading speed, and reading skills. In light of the findings, the researchers attempted to highlight the areas of focus and to put forth guiding principles for reading instruction (e.g., strategy-based instruction is essential in teaching reading; technology-based instruction is more a must than an alternative).

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How effective is Thinking Maps^® instruction in improving Jordanian EFL learners’ creative reading skills?

Bataineh

Alqatnani

2017

TESOL Journal

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This study examines the potential effect of a Thinking Maps®–based treatment on the creative reading skills (viz., fluency, flexibility, originality, and elaboration) of Jordanian learners of English as a foreign language. The researchers drew a purposeful sample of two intact 10th‐grade sections (N = 57) from a public school in Zarqa, Jordan. The two sections were randomly assigned into an experimental group of 28 students taught through Thinking Maps® and a control group of 29 students taught per the guidelines of the prescribed teacher's book. Following the 8‐week treatment, the researchers collected data by means of a creative reading skills test and an interview. The findings reveal not only significant differences (at α = 0.05) in the students’ creative reading skills in favor of the experimental group, but also general favorable opinions about the effectiveness of the treatment.

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Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

Cited by 6 publications

References 39 publications

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

A Meta-Analysis of Reading Research around the World: Towards a Set of Guiding Principles for EFL Reading Instruction

How effective is Thinking Maps^® instruction in improving Jordanian EFL learners’ creative reading skills?

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Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

Cited by 6 publications

References 39 publications

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

A Meta-Analysis of Reading Research around the World: Towards a Set of Guiding Principles for EFL Reading Instruction

How effective is Thinking Maps® instruction in improving Jordanian EFL learners’ creative reading skills?

Contact Info

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How effective is Thinking Maps^® instruction in improving Jordanian EFL learners’ creative reading skills?