An Investigation of the Relationship between EFL University Students’ Reading and Listening Comprehension skills and their Autonomy | ||||
| مجلة جامعة الفيوم للعلوم التربوية والنفسية | ||||
| Volume 15, Issue 16, December 2021, Page 2369-2407 PDF (652.91 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfust.2021.264237 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| هيام عفيفى توفيق محمد على1; محمد فاروق عبدالسميع علي الخبيري2 | ||||
| 1جامعة الفيوم- کلية التربية | ||||
| 2کلية التربية - جامعة الفيوم | ||||
| Abstract | ||||
| ABSTRACT This research aimed at investigating the relationship between EFL University Students’ reading and listening comprehension skills and their autonomy. In this research, sixty-four )N=64( of EFL second year Nahda University students in Beni-suef were involved. In this research, the data was collected by conducting three instruments, which prepared by the researcher. Firstly, a reading comprehension test was prepared to assess the participants’ reading comprehension skills. Secondly, a listening comprehension test was prepared to assess the participants’ listening comprehension skills. Thirdly, a learner autonomy scale was prepared to identify the learner’s autonomy degree of the research participants. The findings of this research indicated that there is a statistical significant positive relationship between EFL university students’ reading comprehension, listening comprehension skills and their autonomy. The current research suggested modernizing and combining reading comprehension activities with listening comprehension activities. In addition, the current research suggested designing more language learning activities which depend on EFL university students’ perceptual preferences to foster autonomy among them. Keywords: Reading Comprehension Skills – Listening Comprehension skills- Learner autonomy | ||||
| Keywords | ||||
| Reading Comprehension Skills; Listening Comprehension skills- Learner autonomy | ||||
|
Statistics Article View: 228 PDF Download: 133 |
||||
