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

Talib Ali Bani Hamad, Abdallah Baniabdelrahman
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引用次数: 0

Abstract

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. 
自我质疑策略对英语十年级学生阅读理解的影响
本研究旨在探讨自我质疑策略对十年级学生英语阅读理解的影响。采用两组准实验设计。研究人员从伊尔比德的公立学校Al Samtt男子中学(Al Kora Directorate of Education)随机抽取了两个10年级的整个班级。首先选取实验组25名学生,其次选取对照组25名学生。为了达到研究的目的,我们设计了一个阅读理解前/后测试。此外,实验组采用自我质疑策略进行教学,对照组采用传统教学策略进行教学。结果显示,对照组与实验组之间存在显著的统计学差异,实验组的差异较大。考虑到研究结果,研究者建议针对不同的英语技能和不同水平的学生使用自我质疑策略。教师还应该参加在职培训课程,提供更多关于课程修订和项目的信息,重点是提高他们的提问能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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