Please use this identifier to cite or link to this item:
Title: The effect of using the summary strategy on improving Birzeit University EFL students’ reading comprehension
Other Titles: أثر استخدام استراتیجیة التلخیص في تحسین مهارة الاستیعاب لدارسي اللغة الإنجلیزیة كلغة أجنبیة في جامعة بیرزیت
Authors: Abed, Tagreed Bajes Butros
Keywords: English language - Study and teaching - Palestine;English language - Study and teaching (Higher) - Palestine;English language - Study and teaching - Arabic speakers;Reading comprehension - Evaluation
Issue Date: 2018
Publisher: Al-Quds Open University
Abstract: Abstract This study investigated the effect of incorporating the summary strategy on developing students’ reading comprehension. The study was implemented in English Communication 141 course (ENGC) at Birzeit University. The quasi-experimental approach was applied and employed one experimental group (EG) consisting of twenty-seven male and female students and another control group (CG) comprised thirty-two students. A reading comprehension pre-test was administered to determine the participants’ level before the intervention. The experimental group received an eight-week treatment using the summary strategy while the regular method was used to teach the control group. Both groups were taught by the researcher herself to control the variables of the study. A post-test was administered to find whether there was any improvement in the groups’ performance. The results revealed that there was statistically significant difference between the two groups in favor of the experimental group. Key words: Reading, reading comprehension, reading strategies, summary
Description: Article in : Journal of QOU for Educational and Psychological Research and Studies ; no. 2570
Appears in Collections:Fulltext Publications

Files in This Item:
File Description SizeFormat
الجاهزة 2570.pdf297.52 kBAdobe PDFView/Open
Show full item record

Page view(s)

Last Week
Last month
checked on Jun 27, 2024


checked on Jun 27, 2024

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.