The Effect of Reflective Reading on EFL Students’ Reading Comprehension achievement and Engagement
Keywords:
Reading skills, reading comprehension skills, reflective reading approach, Intrinsic Motivation, English as Foreign LanguageAbstract
The main purpose of this quasi-experimental study was to examine the effect of reflective reading on EFL students’ reading comprehension achievements and engagements: the case of Melka Jabdu primary and secondary school. For this purpose, 100 participants were selected from each groups that are for control and experimental groups using convenience sampling. During the 12 week intervention, the experimental group engaged in reflective reading approach while the control group adhered to the traditional method of reading and answering comprehension questions. After the intervention period, data was collected through pre/post-tests by comparing reflective learning students’ achievements against those of non-reflective learning students. Results of the paired sample t-test shows that pre-test score before intervention (M=23.52, SD=1.474) and after taking intervention/training (M=30.24, SD=2.552) at the 0.05 level of significant t(49)=15.149, n=50, p<0.05, 95% confidence interval for mean difference: 5.829 to 7.611. On average, the post test score of students was about 6.720 marks greater than pretest score before intervention. There is strong evidence that (t = 15.149, p < 0.05) that the reflective reading intervention improves marks. The estimated improvement is approximately 6.72 marks. Hence the p-values are less than 0.05; there is a statistically significant difference between the pre-test and post-test score means for the control and experimental group.
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References
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