The Effect of the Reader-Response Approach on Enhancing English Reading Comprehension Skills of Secondary Stage Students

نوع المستند : أبحاث فى مجال العلوم الإنسانیة والاجتماعیة

المؤلفون

1 العميدالأسبق لکليتي التربيه والتربية للطفوله المبکره بجامعة المنيا وأستاذ المناهج وطرق تدريس اللغه الانجليزيه- كلية التربية

2 كلية التربية جامعة المنيا

3 قسم المناهج وطرق التدريس كلية التربية بقنا جامعة قنا

4 قسم المناهج وطرق التدريس- كلية التربية بقنا -جامعة قنا

10.21608/mseg.2025.428735.1211

المستخلص

The present study aimed at exploring the impact of using the reader-response approach on enhancing some English reading comprehension skills of secondary stage students. The quasi-experimental one group pretest-posttest design was adopted. Thirty second-year secondary stage students were randomly selected to serve as the single group of study. Data were gathered through the two equivalent forms of the English Reading Comprehension Test. Moreover, a scoring rubric was designed to assess the subjective response-constructed items in the ERCT. Data gathered were statistically analyzed quantitatively. Descriptive statistics and paired samples t-test were used for data analysis. The effect size of using the reader-response approach (independent variable) on English reading comprehension skills (dependent variable) of the study group was also measured. Findings of the study indicated that the reader-response approach had such a positive impact on enhancing the study group’s English reading comprehension skills; namely, making predictions, making inferences, asking questions and making connections. In light of these findings, the study concluded that the reader-response approach can be effectively used for teaching reading literary texts to secondary stage students. Consequently, the study recommended the implementation of the reader-response approach in EFL classes to gain the benefits of using such student-centered instructional approach in teaching reading literary texts.

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