The effect of text-structure awareness training on the reading comprehension of expository texts among upper-intermediate EFL learners (Record no. 20260)

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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211094025.0
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fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shatila, Mayssaa Abdel-Salam
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of text-structure awareness training on the reading comprehension of expository texts among upper-intermediate EFL learners
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 80 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The present study investigated the effect of training students in text-structure awareness on the reading comprehension of two expository text types among upper-intermediate learners of English as a foreign language (EFL). These text types included description/collection of descriptions, and cause/effect. Interaction between training in text structure awareness and reading proficiency level was examined. A quasi-experimental design was employed. Sixty-two students in two different grade ten sections were assigned into the experimental and control group. To measure students’ reading proficiency level, students in both groups sat for the reading comprehension part of an SAT test. Both groups had to read description/collection of descriptions and cause/effect expository texts 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 description/collection of descriptions and cause/effect essays through the use of graphic organizers while the control group read the same texts that were used in training of the experimental group, but did linguistic tasks instead. Then, post-test was administered where students in both groups read description/collection of descriptions and cause/effect passages and wrote written recalls of them. Descriptive statistics and two univariate analysis of covariance (ANCOVA) tests were conducted. The results revealed that there was a significant difference between the control group and the experimental group in the recall scores of cause/effect and description post-tests. Moreover, there was a significant interaction between the treatment of cause/effect texts and reading proficiency levels. Also, it was found that there was a significant interaction between the treatment of description texts and reading proficiencylevels. Finally, paired samples t-test was conducted,and results indicated that students recalled significantly more ideas from a cause/effect text type than from a description text in the post-test.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102309">http://search.shamaa.org/FullRecord?ID=102309</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
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