Using the revised version of bloom’s taxonomy of higher order questions to teach EFL students critical reading
| dc.contributor.author | Djareche, Meryem | |
| dc.contributor.author | Ziadi, Khadidja | |
| dc.date.accessioned | 2020-01-30T09:02:33Z | |
| dc.date.available | 2020-01-30T09:02:33Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | Critical reading is a fundamental aspect in the field of teaching and learning. It is an active and intellectual process in which the reader engages in an inner dialogue with the writer in order to get the intended meaning. This process occurs when students are cognitively aware of the writer's point of view that might differ from their own, and to have the ability to apply, analyze, evaluate, and create new products based on the text given to them. Thus, the current study aims at investigating the effect of using bloom's revised taxonomy of higher order questions on improving EFL students' critical reading. A quasi-experimental method was followed with third year students at Larbi Ben M'hidi University as the target | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/9037 | |
| dc.language.iso | en | ar |
| dc.publisher | University Of Oum El Bouaghi | ar |
| dc.subject | Critical reading | ar |
| dc.subject | Reading process | ar |
| dc.title | Using the revised version of bloom’s taxonomy of higher order questions to teach EFL students critical reading | ar |
| dc.title.alternative | the case of third year students of english at Larbi Ben M’hidi University Oum El Bouaghi | ar |
| dc.type | Other | ar |