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Impacting Attitudes towards Reading in Secondary School Students: A Direct Reading Strategy Intervention |
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| รหัสดีโอไอ | |
| Creator | Nasser Omer M. Al-Tamimi |
| Title | Impacting Attitudes towards Reading in Secondary School Students: A Direct Reading Strategy Intervention |
| Publisher | English Program (ELP), Faculty of Humanities and Social Sciences (HUSOC), Buriram Rajabhat University (BRU), Thailand |
| Publication Year | 2566 |
| Journal Title | Journal of English Language and Linguistics |
| Journal Vol. | 4 |
| Journal No. | 1 |
| Page no. | 79-97 |
| Keyword | Attitudes, Direct reading instruction, Intervention, Reading |
| URL Website | https://so17.tci-thaijo.org/index.php/JEL/index |
| Website title | https://so17.tci-thaijo.org/index.php/JEL/article/view/40 |
| ISSN | ISSN 2730-2431 (Print); ISSN 2821-952X (Online) |
| Abstract | The purpose of this study was to investigate whether direct reading strategy instruction (DRSI) would be effective in enhancing attitudes towards reading in Yemeni pre-university students studying English as a foreign language. Participants were 60 Yemeni students who were given the adult survey of reading attitude questionnaire before and after treatment to investigate their attitudes towards reading after four months of focus on reading strategy instruction. DRSI is the core of this investigation (the independent variable), whereas reading attitude (the dependent variable) constitutes the target of DRSI activities. Data for this study were collected through an adult survey using the reading attitude questionnaire (ASRA). The results revealed a significant improvement in the reading attitudes of students in the experimental group compared to their pre-test performance and to that of the control group. The mean scores of the experimental group in the pre-and post-ASRA were 2.28 and 3.81, respectively, indicating an improvement in their attitudes towards reading. However, the mean scores of the control group in the pre- and post-ASRA were 2.39 and 2.35, respectively, indicating no improvement in their attitudes towards reading. Such results are consistent with related studies that suggest that strategy-based instruction could be rewarding for improving reading attitudes. |
