Using Read, Encode, Annotate and Ponder (REAP) Strategy to Enhance EFL Reading Comprehension Skills and Critical Thinking Disposition of First Grade Secondary School Students | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 6, Volume 82, Issue 1, April 2023, Page 183-216 PDF (1.28 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2023.313622 | ||||
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| Author | ||||
| Heba Moustafa Elmansi | ||||
| Lecturer of Curriculum & Instruction (EFL) Faculty of Education Damietta University | ||||
| Abstract | ||||
| This research aimed at using REAP strategy to enhance EFL reading comprehension skills and critical thinking disposition of first year secondary school students. Sixty-three (63) first-year secondary school students from Abu Bakr Al Siddik Secondary Combined School, New Damietta, Damietta, Egypt participated in the study. The research's design was quasi-experimental. Hence, a control group (n= 30) and an experimental group (n= 33) were both present. A critical thinking disposition scale, an EFL reading comprehension skills exam, and a checklist of EFL reading comprehension skills were used to collect the data. The research's findings revealed a statistically significant difference between the experimental group's mean scores and those of the control group for first-year secondary school students' EFL reading comprehension skills and critical thinking disposition. Utilizing REAP was proven to have a large impact. According to the research, training EFL students reading comprehension skills using the REAP strategy will help them better understand the content. | ||||
| Keywords | ||||
| REAP Strategy; EFL Reading Comprehension Skills; Critical Thinking Disposition | ||||
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