عناصر مشابهة
Utilizing a Suggested Program Based on Critical Discourse Analysis and Interactive Visuals on Developing the EFL Secondary School Students' Creative Reading, Critical Thinking and Critical Language Awareness
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: |
جامعة بنها - كلية التربية
|
| المؤلف الرئيسي: | |
| مؤلفين آخرين: | , |
| المجلد/العدد: | مج31, ع123 |
| محكمة: | نعم |
| الدولة: | مصر |
| التاريخ الميلادي: | 2020 |
| الصفحات: | 1 - 16 |
| DOI: | 10.21608/jfeb.2021.173841 |
| ISSN: | 1110-2411 |
| رقم MD: | 1167406 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
|
| المستخلص: | استهدفت الدراسة الحالية البحث في تنمية مهارات القراءة الإبداعية باستخدام برنامج قائم على استراتيجية التحليل النقدي للنص والمرئيات الفعالة لدى طلاب الصف الأول الثانوي حيث شارك 20 طالب كمجموعة تجريبية من إحدى مدارس اللغات الثانوية بمدينة ههيا، محافظة الشرقية، طبق اختبار لمهارات القراءة الإبداعية على الطلاب قبلياً وبعدياً؛ وأشارت النتائج إلى تحسن الطلاب المشاركين في المجموعة التجريبية بعد دراستهم للبرنامج القائم على استراتيجية التحليل النقدي للنص والمرئيات الفعالة. The present study aimed at investigating the utilizing of using a suggested program based on critical discourse analysis and interactive visuals in developing EFL secondary school students creative reading, critical thinking, and critical language awareness. Forty first-year secondary stage students were the participants in this study. The sample of the study was divided equally into control and experimental groups; they were assigned randomly to an experimental group (twenty) and a control group (twenty). The instruments were an EFL creative reading & critical thinking test, and critical language awareness questionnaire. The suggested program was designed by the researcher. The program was conducted in the first term of the academic year (2019/ 2020) and lasted for two months. On the other hand, the students of the control group received the regular instruction. By the end of the experimentation, the creative reading & critical thinking test, and critical language awareness questionnaire were administered to the control and the experimental groups. The scores of the experimental and control groups were compared and analyzed. Also, the pre and post scores of the experimental group were compared and analyzed. The results of the study indicated that: 1-The experimental group surpassed the control group in the post administrations of the EFL creative reading & critical thinking test, and the questionnaire of critical language awareness. 2-The experimental group did better in the post administrations of the creative reading & critical thinking test, and the critical language awareness questionnaire than in the pre administrations. Therefore it could be concluded that the suggested program based on critical discourse analysis and the interactive visuals has been effective in developing EFL creative reading, critical thinking skills and critical language awareness. |
|---|
