Abstract
This study aimed at investigating the effect of self-questioning strategy in developing the critical reading skill among the freshmen students at Al-Hussein bin Talal University in Jordan. To realize what the study aimed at, a test has been developed to measure the critical reading skill. The researcher adopted a quasi-experimental method in which the experimental group consisting of (35) students was taught in accordance with the self-questioning strategy (KWL), and the control group consisting of (35 students) was taught in the usual way. The test was applied prior and post- teaching on the two groups. The Analysis of Covariance results (ANCOVA) showed a significant difference at (α≤05,0) between the two groups which is attributed to the Self-Questioning Strategy (KWL) in developing the critical reading skill for the experimental group. The results also showed that (62.3%) of the variation in the performance of (the experimental group) students in the posttest of the critical reading skill is attributed to the self-questioning strategy in developing the critical reading skill. The study recommended the using of self-questioning strategy in the teaching of English language material, and conducting other similar studies in different educational stages.
Recommended Citation
Albdour, Ameen and Weshah, Hani
(2020)
"The Effect of Self-Questioning Strategy in the Critical Reading Skill Development among the Freshmen Students at Al-Hussein Bin Talal University in Jordan,"
An-Najah University Journal for Research - B (Humanities): Vol. 31:
Iss.
7, Article 5.
Available at:
https://digitalcommons.aaru.edu.jo/anujr_b/vol31/iss7/5