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

Aqeel, KA

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.

Citation

Aqeel, K. The effect of classroom instruction on students' reading achievement in English. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Jun 30, 2021
• Award Date: Jan 1, 1989