Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 5, Volume 6, Issue 1, January 2020, Page 115-148 PDF (908.7 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2020.67946 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Howida Mostafa. A. Masoud | ||||
| Faculty of Education, Minia University, El-Minia, Egypt | ||||
| Abstract | ||||
| T he present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors’ critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a pre-post critical writing test (CWT) were used as instruments of the study. T-test was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented. | ||||
| Keywords | ||||
| Generative Learning Model; Critical Reading and Critical Writing | ||||
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