Effectiveness of Cognitive, Metacognitive and Affective Strategies in Developing Some Listening and Reading Skills among Preparatory School EFL Pupils

نوع المستند : المقالة الأصلية

المؤلفون

1 مدارس النجاة الخاصة. دولة الكويت

2 كلية التربية - جامعة كفرالشيخ

المستخلص

      This study examined the effectiveness of integrating cognitive, meta-cognitive, and affective strategies in teaching receptive language skills, listening and reading, in foreign language learning. Two intact classes of EFL 3rd year preparatory pupils from General Sayed Ahmed Preparatory School participated in this study. One class (n= 38) was assigned as the experimental group and received instruction based on integrating cognitive, meta-cognitive, and affective strategies as a unified package. The other class (n= 37) was assigned as the control group and received traditional instruction for reading and listening. The treatment lasted for 10 weeks. Pre-post reading and listening tests were used to assess EFL pupils’ reading and listening sub-skills before and after the treatment. The t-test was used to analyze the data statistically. Results indicated that there are statistically significant differences between the mean scores of both groups on the post administration of the reading and listening tests in favor of the experimental group pupils. The study revealed that integrating these strategies into classroom instruction could improve preparatory school EFL pupils’ listening and reading skills.

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