Investigating teachers’ attitudes towards the role of KWL strategy in enhancing EFL learners’ reading comprehension
| dc.contributor.author | Kadem, Ranya | |
| dc.contributor.author | Bouaziz, Soumia | |
| dc.date.accessioned | 2020-12-14T04:39:45Z | |
| dc.date.available | 2020-12-14T04:39:45Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | Comprehension plays a key role in reading. Several studies about reading show the importance of being able to read as well as making sense of what is being read. The latter is one of the greatest challenges that face English as a foreign language learners. Thus, different strategies and techniques were set in order to see the most suitable one to solve this issue. The principal objective of this dissertation was to investigate teachers' attitudes towards the role of the Know-Want to Know-Learned (KWL) strategy in enhancing English as a foreign language learners' reading comprehension. In order to achieve the aim of this descriptive study, a questionnaire was designed to collect the data. This study included 20 teachers of English at Larbi Ben M'Hidi University, Oum El Bouaghi, who received the questionnaire electronically. The findings of this study indicated that the Know-Want to Know-Learned (KWL) strategy was very helpful, useful, and effective in enhancing and improving student' understanding of the printed materials compared with the traditional way of teaching. Therefore, this dissertation strongly suggests the use of the Know-Want to Know-Learned (KWL) strategy in teaching reading to reach the needed comprehension as well as its implementation in other subjects to come into more fruitful results. | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/9558 | |
| dc.language.iso | en | ar |
| dc.publisher | Oum-El-Bouaghi | ar |
| dc.subject | Reading comprehension | ar |
| dc.subject | KWL Strategy | ar |
| dc.title | Investigating teachers’ attitudes towards the role of KWL strategy in enhancing EFL learners’ reading comprehension | ar |
| dc.type | Other | ar |