Improving reading skills through self-directed strategy among EFL students in Jordan

Abstract

Wafaa' Hamed, Amaal Al Masri, Mona Smadi, Hamza Maharmah

This study aimed at investigating the effectiveness ofself-directed learning strategy on improving the reading skills among EFL students in Jordan. It also aims at investigating the effect of students' gender and class on their performance. To achieve the purpose of the study, pre/post T test were constructed to measure students' level in English reading skill. The sample of the study consisted of seventh and eighth grade students at Marj Al Hamam basic school for girls and Marj Al Hamam Secondary school for boys whom were (86) students, (41) male and (45) female students during the second semester 2015 -2016and was distributed into four sections, which were selected purposefully two female sections and two male sections. The findings of the study indicated that there were statistically significant differences in the post- test of English reading skill between the control and the experimental groups in favor of the experimental group which were trained to use self-directed strategy in their learning, and there was no statistically significant difference in the students' achievement in reading due to gender or to the interaction between gender and group.