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

The present study investigates the differential effectsof two instructional methods for teaching English as aforeign language on student classroom interaction andreading achievement. Two groups of Arab students enroled inthe English language studies course in the United ArabEmirates University were randomly assigned to one of twoinstructional techniques; a content English method (CE) anda general English method (6E). Students were observed intheir classrooms using interactional analysis datacollection procedures and measurement. In addition,students were given pre and post reading achievement test,as well as an exposure self-report questionnaire to evaluatethe effect exposure to the target language may have onclassroom interaction and reading achievement. The resultsof the study showed that the content English groups had moreinitiating interactions than did the general English groups,and also had more responding interactions than did thegeneral English groups. That is, the content English groupsinteracted more in the classroom and had a higher finalreading achievement score than did the general Englishgroups. Exposure, however, was not found to interact withreading achievement or with interaction in the classroom.Exposure rates for both groups of students were about thesame. Other significant results were obtained whencomparing male and female students in the two instructional groups. These results, as well as a detailed analysis ofthe results of the questionnaire are discussed. Suggestionsfor further research and the implications of the study arealso presented.

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

1989

Author dc:creator

• Aqeel, KA

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1339179

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1339179