The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

Talib Ali Bani Hamad; Abdallah Baniabdelrahman

doi:10.30564/jiep.v6i2.5525

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

Talib Ali Bani Hamad (Yarmouk University)
Abdallah Baniabdelrahman (Yarmouk University)

Article ID: 5525

DOI: https://doi.org/10.30564/jiep.v6i2.5525

Abstract

This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

Keywords

EFL Jordanian students; Reading comprehension; Self-Questioning strategy

Full Text:

PDF

References

[1] Albdour, A. (2017). The Effect of Self-Questioning Strategy on Developing Critical Reading and Creative Writing Skills in English among First-Year students at Al-Hussein Bin Talal University. UnpublishedDoctoral Dissertation. Jordan University. Jordan.

[2] Al-Damiree, R. & Bataineh, R. (2015). Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Pupils. Journal of Teaching and Teacher Education, 4(1), 53-59.

[3] Alderson, J. (1984). Reading in a Foreign Language: A Reading Problem or a Language Problem. Reading in a Foreign Language, 24 (1), 114-141.

[4] Alghalban, N. (2019). The Impact of Employing Self-Questioning Strategy in Developing Reading Comprehension Skills among the Forth-Grade and Their Attitudes towards it. Unpublished Master Thesis. Islamic University. Gaza.

[5] Algozine, R., Dorothy, J., Obiakur, A., & Festus, E. (2008). Culturally Responsive Literacy Instruction. United States: Corwin Press.

[6] Al-Jamal, D., Al-Hawamleh, M., & Al-Jamal, G. (2013). An Assessment of Reading Comprehension Practice in Jordan. Jordan Journal of Educational Sciences, 9(3), 335-344.

[7] Al-Khamaiseh, H., & Al-Jamal, D. (2022). The Effect of Using KahootOn Jordanian EFL Ninth-Grade Students’ Reading Comprehension. Journal of Positive School Psychology, 6(6), 757-770.

[8] Almeida, P. (2012). Can I ask a question? The importance of classroom questioning. Procedia-Social and Behavioral Sciences, 31, 634-638.

[9] Al-Shaigy, S. (2016). The Effect of Self-Questioning Strategy on Students’ Achievement and on the Development of Critical Thinking Skills among the Ninth-Grade of Islamic Education in the State of Kuwait. Unpublished Master Thesis. Jordan University. Jordan.

[10] Al-Shedeiah, F. (2014). The Effectiveness of the Self-Questioning Strategy in the Development of Reading Comprehension Skills and Attitudes towards Reading in the Basic Grade Ten. Unpublished Master Thesis. Al-Sultan Qabous University. Oman.

[11] Al-Swelmyeen, M., & Sakarneh, M. (2020). The Effect of Self-Questioning Strategy in Developing Independent Thinking in Teaching Physics. Cypriot Journal of Educational Sciences, 15(3), 502-510.

[12] Amalia, A., & Devanti, Y. (2016). The use of questioning strategy to improve students’ reading comprehension. ELLITE: Journal of English Language, Literature, and Teaching, 1(2).

[13] Azmi, N., & Usman, S. (2021). The Effect of using self-questioning strategy on students’ reading comprehension. English Language Teaching Society, 9(2), 48-57.‏

[14] Barnett, M. (1989). More than meets the eye: foreign language reading. language and education: Theory and Practice. Prentice-Hall Regents, Englewood Cliffs, NJ 07632.

[15] Bataineh, R. F., & Mayyas, M. B. (2017). The Utility of Blended Learning in EFL Reading and Grammar: A Case for Moodle. Teaching English with Technology, 17(3), 35-49.

[16] Bataineh, R., & Al-Shbatat, M. (2019). Is Questioning a Catalyst for Critical Reading among Jordanian EFL Learners? Cypriot Journal of Educational Sciences, 14(3), 384-400.

[17] Chastain, K. (1988). Developing Second Language Skills: Theory and Practice. TESOL Quarterly, 22(4), 663-664. Hardcourt Brace Jovanovich. Florida: U.S.A.

[18] Chen, H. (2009). Online reading comprehension strategies among general and special education elementary and middle school students. (Unpublished doctoral dissertation). Michigan State University, USA.

[19] Cotton, K. (2001). Classroom questioning. The Schooling Practices that matter most. Northwest Regional Educational Laboratory.

[20] Day, R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language. 17(1), 60-73.

[21] Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.

[22] Jabbaripour, E., Mostafaii, M., &Marefat, F. (2017). The Effect of Self-regulation and Self-Questioning Strategies on Iranian EFL Learners’ Reading Achievement.

[23] Joseph, L., Alber-Morgan, S., Cullen, J., & Rouse, C. (2016). The effects of self-questioning on reading comprehension: A literature review. Reading & Writing Quarterly, 32(2), 152-173.

[24] Kamalizad, J., & Jalilzadeh, K. (2011). Question-generation reading strategy of Iranian EFL learners. Sino-US English Teaching, 8(11), 52-57.

[25] Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182.

[26] McShane, S. (2005). Applying Research in Reading Instruction for Adults: First Steps for Teachers. National Institute for Literacy.

[27] Ministry of Education. (2006). The General Guidelines and General and Specific Outcomes for the English Language Basic and Secondary Stages. Amman (Jordan): Directorate of Curricula and School Textbooks.

[28] Mucher, S. (2007). Building a culture of evidence through professional development. The History Teacher, 40(2), 265–273.73.

[29] National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

[30] Pearson, P., Roehler, L., Dole, J., & Duffy, G. (1992). Developing expertise in reading comprehension. What research has to say about reading instruction, 2, 145-199.

[31] Smadi, O., & Alshra'ah, M. (2015). The Effect of an Instructional Reading Program Based on the Successful Readers' Strategies on Jordanian EFL Eleventh Grade Pupils' Reading Comprehension. Journal of Education and Practice, 6(15), 76-87.

[32] Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: Rand Corporation.

[33] Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.

[34] Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of literacy research, 38(1), 1-35.

[35] Van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T. & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing. Journal of Educational Psychology, 93, 521-529.

[36] Williamson, R. (1996). Self-questioning—An aid to metacognition. Reading Horizons: A Journal of Literacy and Language Arts, 37(1), 3.

Refbacks

There are currently no refbacks.