Implementing generative learning model to enhance 2nd year English majors critical reading and writing skills
[Abstract] | |
النوع | مقال |
المؤلف | Masoud, Howida Mostafa. Methodology and Instruction Department, Faculty of Education, Minia University, El-Minia, Egypt |
الصفحات | pp. 115-148 |
المصدر |
Journal of Research in Curriculum, Instruction and Educational Technology. Vol. 6, no. 1, January 2020
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المصدر الالكتروني |
Full text (PDF)
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الواصفات | Teaching models - Student motivation - Main subjects (higher education) - English - University students - Critical thinking - Reading - Writing skills |
لغة الوثيقة | الانكليزية |
البلد | مصر |
The present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors’ critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a pre-post critical writing test (CWT) were used as instruments of the study. T-test was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented. (Published abstract)
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Masoud, Howida Mostafa. (2020). Implementing generative learning model to enhance 2nd year English majors critical reading and writing skills . Journal of Research in Curriculum, Instruction and Educational Technology. Vol. 6, no. 1, January 2020. pp. 115-148 تم استرجاعه من search.shamaa.org . |