Browsing by Author "Menaa, Lilia"

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    The Effect of explicit instruction of reading strategies on EFL learners' reading comprehension
    (university of Oum-El-Bouaghi, 2015) Menaa, Lilia; Boulmaiz, Djallel
    In the skill of reading, a number of cognitive scientists have focused their attention on how readers construct meaning as they read. As a matter of fact, comprehension can be said to represent the reason for reading. That is, if readers can read the words but do not understand what they are reading, they are not really reading. In order to grasp the meaning and get the most of EFL reading extracts, readers need to engage in some mental strategies/activities in a systematic way. Interestingly, the present study was a result of a keen interest in the reading skill. Its main objective was to investigate the effect of the manipulation of explicit reading strategies instruction for teaching reading to fourth year middle school students on their reading comprehension. In the light of this, we put forward one main hypothesis; the problem of luck of comprehension will be reduced if EFL learners receive explicit reading strategies instruction and make appropriate employment of them. That is, this method could be the appropriate tool to develop different aspects in students reading performance, mainly and most importantly, their reading comprehension. To test out and verify this hypothesis, an experimental study was conducted. The participants were fourth year middle school students who study English as a separate module. They were randomly assigned to two groups: the experimental and control group. Participants in both groups were first pre-tested through reading comprehension test, to know their comprehension level prior the beginning of the experiment. Over a four week study, with four sessions, only the experimental group received explicit reading strategies instructions. As a final point of the experiment, the participants of both groups were, again, post-tested via the same test used in the pre-test. Results from the pre and post-tests were given in mean scores, they were analyzed and reported descriptively. They demonstrated that students in the experimental group outperformed those in the control group, as they revealed that after the treatment period, the experimental group has shown a progress in reading comprehension which was not the case of the control group. Those results proved to be statistically significant. The analysis of the findings together with the literature review in chapter one, provided us with a clear picture about the positive effect of explicit instruction of reading strategies on reading comprehension improvement.