The effect of the reader response approach and traditional teaching on reader's orientations, reading motivation and reading comprehension of Lebanese secondary EFL students in a Lebanese private school

النوع : Mémoire

This study is based on the premise that reading comprehension is determined by cognitive and affective factors. The study aimed to compare the effect of the Reader Response approach using Beach and Marshall's (1991) model (Transactional model) and traditional method of reading instruction (Transmission model) on the reading comprehension skills of secondary English as a foreign language (EFL) learners. In addition, the study examined the differential effect of the Reader Response approach and traditional method of teaching on the ability of students in answering aesthetic and efferent questions based on what they have read. The study also investigated the effect of the Reader Response approach and traditional teaching on the reading orientations and literary responses of the students in the experimental and control group as measured by the Literary Response Questionnaire (LRQ). Finally, the study investigated the effect of the Reader Response approach and traditional teaching on students' motivation to read as measured by the Motivation to Read Profile (MRP). First, results of the Univariete Analysis of Variance test revealed a statistically significant treatment effect of the Reader Response Approach on the reading comprehension of 12th grade learners in answering aesthetic questions; while, there was no statistically significant effect on students' reading comprehension in answering efferent questions. Then, results of the Univariete Analysis of Variance of the pre-test and post-test scores of the MRP indicated a significant treatment effect on the students' Self-concept as Readers and Value of Reading. Finally, results of a series of Univariete Analyses of Variance of the pre-test and post-test scores of the seven subscales of LRQ indicated that the Reader Response Approach had a significant effect on the Insight, Leisure/Escape, Concern with Author, and Rejection of Literary Values subscales. As for the Empathy, Imagery, and Story-driven Reading subscales, results revealed that the intervention had no statistically significant effect. Conclusions focus on the need of adopting a transactional approach that addresses the need to teach students how to enjoy reading thus improving their self-concept as readers and enhancing their motivation, engagement, and comprehension.