The effect of classroom instruction on students' reading achievement in English

Aqeel, KA 1989, The effect of classroom instruction on students' reading achievement in English , PhD thesis, University of Salford.

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Abstract

The present study investigates the differential effects of two instructional methods for teaching English as a foreign language on student classroom interaction and reading achievement. Two groups of Arab students enroled in the English language studies course in the United Arab Emirates University were randomly assigned to one of two instructional techniques; a content English method (CE) and a general English method (6E). Students were observed in their classrooms using interactional analysis data collection procedures and measurement. In addition, students were given pre and post reading achievement test, as well as an exposure self-report questionnaire to evaluate the effect exposure to the target language may have on classroom interaction and reading achievement. The results of the study showed that the content English groups had more initiating interactions than did the general English groups, and also had more responding interactions than did the general English groups. That is, the content English groups interacted more in the classroom and had a higher final reading achievement score than did the general English groups. Exposure, however, was not found to interact with reading achievement or with interaction in the classroom. Exposure rates for both groups of students were about the same. Other significant results were obtained when comparing male and female students in the two instructional groups. These results, as well as a detailed analysis of the results of the questionnaire are discussed. Suggestions for further research and the implications of the study are also presented.

Item Type:	Thesis (PhD)
Contributors:	Mustapha, H (Supervisor)
Schools:	Schools > School of Humanities, Languages & Social Sciences
Depositing User:	Institutional Repository
Date Deposited:	30 Jun 2021 14:39
Last Modified:	04 Aug 2022 11:23
URI:	https://usir.salford.ac.uk/id/eprint/61074

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