أثر استخدام استراتيجية المترادفات على تعليم المفردات والاستيعاب القرائي والدافعية لمتعلمي اللغة الإنجليزية
This study aimed to investigate the effect of using the Synonym strategy on EFL learners' vocabulary learning, reading comprehension and motivation. The participants of the study consisted of 38tenth grade female students who study in Hai Al-hashmee Basic School for Girls, during the academic year 2017/2018. The selected participants of the study were of two groups: group one consisted of 19 students, which was assigned as an experimental group, and group two 19 students which was assigned as a control group. Data were collected within 8 weeks. The pre-and post-tests consisted of one written test that tested the EFL students' vocabulary learning and reading comprehension. The questionnaire consisted of 10 items on the use of the Synonym strategy as a motivating factor in foreign language classrooms. To assess the effect of using the Synonym strategy on EFL learners' vocabulary learning, reading comprehension and motivation, students in both groups sat for a written test, and a questionnaire (only for the experimental group) at the beginning of the first semester of the academic year 2017/2018 so as to determine their actual vocabulary and reading comprehension level before starting the experiment. Eight weeks later, the same test and questionnaire were administrated as a post-test and a post-questionnaire (for the experimental group). The results of the study indicated that the experimental group performed better than the control group in vocabulary learning and reading comprehension due to the suggested strategy of teaching that is teaching vocabulary and reading comprehension using the Synonym strategy. Additionally, the findings of the study revealed that teaching vocabulary and reading comprehension using the Synonym strategy increased the experimental group students' motivation. Accordingly, a set of recommendations were provided at the end of this study. (Author’s abstract)