The effect of discource strusture awareness training and using graphic organizers on the reading comprehnsion of argumentative texts among grade eleven EFL learners
Saad, Nada
The effect of discource strusture awareness training and using graphic organizers on the reading comprehnsion of argumentative texts among grade eleven EFL learners - Beirut Université Libanaise - Faculté des lettres 2014 - 66 pages
النوع : Mémoire
Reading comprehension is a complex process that we use every day to perform professional activities. Comprehending arguments involves many higher-order reasoning processes. Students in Lebanon have difficulty mastering advanced reading comprehension and critical thinking; therefore, they often fail to critically analyze and evaluate argumentative texts. The present study investigated the effect of training students in text structure awareness on the reading comprehension of argumentative texts among Grade Eleven learners of English as a foreign language (EFL). Interaction between training in text structure awareness and reading proficiency level was examined. Sixty-two students in two different Grade-Eleven sections were assigned into experimental and control groups. To measure students’ reading proficiency level, students in both groups sat for the reading comprehension part of a SAT test. Both groups had to read Rogerian, classical and Toulmin texts as well and write what they recalled from the passages. The scores of these recalls were considered as the study’s pre-test of comprehension. After that, the experimental group was trained in the rhetorical structures of argumentation through the use of graphic organizers while the control group read the same texts that were used in the training of the experimental group, but did linguistic tasks instead. Then, a post-test was administered where students in both groups read classical, Toulmin, and Rogerian texts and wrote written recalls of them. Descriptive statistics were conducted as well as paired samples t-test, to study the difference between the pretest and posttest. The results revealed that there was a significant difference between the control group and the experimental group in the recall scores of classical, Toulmin and Rogerian posttests. Moreover, scatter graphs were used to determine if there was a significant interaction between the treatment of the three types of argumentation and reading proficiency levels. The results revealed that training in text structure awareness facilitated reading comprehension and that both good and poor readers benefited from the training.
English Language Education Teaching Methods Students achievement
L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
The effect of discource strusture awareness training and using graphic organizers on the reading comprehnsion of argumentative texts among grade eleven EFL learners - Beirut Université Libanaise - Faculté des lettres 2014 - 66 pages
النوع : Mémoire
Reading comprehension is a complex process that we use every day to perform professional activities. Comprehending arguments involves many higher-order reasoning processes. Students in Lebanon have difficulty mastering advanced reading comprehension and critical thinking; therefore, they often fail to critically analyze and evaluate argumentative texts. The present study investigated the effect of training students in text structure awareness on the reading comprehension of argumentative texts among Grade Eleven learners of English as a foreign language (EFL). Interaction between training in text structure awareness and reading proficiency level was examined. Sixty-two students in two different Grade-Eleven sections were assigned into experimental and control groups. To measure students’ reading proficiency level, students in both groups sat for the reading comprehension part of a SAT test. Both groups had to read Rogerian, classical and Toulmin texts as well and write what they recalled from the passages. The scores of these recalls were considered as the study’s pre-test of comprehension. After that, the experimental group was trained in the rhetorical structures of argumentation through the use of graphic organizers while the control group read the same texts that were used in the training of the experimental group, but did linguistic tasks instead. Then, a post-test was administered where students in both groups read classical, Toulmin, and Rogerian texts and wrote written recalls of them. Descriptive statistics were conducted as well as paired samples t-test, to study the difference between the pretest and posttest. The results revealed that there was a significant difference between the control group and the experimental group in the recall scores of classical, Toulmin and Rogerian posttests. Moreover, scatter graphs were used to determine if there was a significant interaction between the treatment of the three types of argumentation and reading proficiency levels. The results revealed that training in text structure awareness facilitated reading comprehension and that both good and poor readers benefited from the training.
English Language Education Teaching Methods Students achievement
L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة