Using Action-Research Based Program for Enhancing EFL Pre-Master Students' Information Literacy Skills and Self-Reflective Inquiry | ||||
| مجلة کلية التربية بالمنصورة | ||||
| Article 13, Volume 105, Issue 2, January 2019, Page 59-98 PDF (512.73 K) | ||||
| Document Type: مقالات أدبیة وتربویة | ||||
| DOI: 10.21608/maed.2019.140379 | ||||
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| Abstract | ||||
| The present study was conducted to investigate the impact of using a program based on action research for developing EFL pre-master students' information literacy skills and self-reflective inquiry. The study used the quasi- experimental research design (pre-post control group design). Thirty EFL pre-master students enrolled in the special diploma at the Faculty of Education were randomly assigned to two intact groups: experimental and control. The students in the experimental group only were instructed using a program based on action-research whereas their counterparts did not receive such training as they received regular instruction. Tools of the study included a questionnaire of EFL teachers' perceptions of research skills, a test of research academic knowledge, a scale of information literacy skills and a scale of self-reflective inquiry. Analysis of data obtained by students (using t-test and eta-squared formula) revealed that the students in the experimental group significantly surpassed their counterparts in the control group in the post-performance on the test of research academic knowledge, a scale of information literacy skills and a scale of self-reflective inquiry. Key words: Action-Research, Academic knowledge of research, Information-Literacy skills and Self-Reflective Inquiry | ||||
| Keywords | ||||
| Action-Research; Academic knowledge of research; Information-Literacy skills and Self-Reflective Inquiry | ||||
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