期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：905-912
DOI：10.9756/INT-JECSE/V14I3.114
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This study aimed at investigating the effect of active learning strategies on Jordanian EFL tenth-grade students' reading comprehension. A sample of 50 male students were distributed randomly into an experimental and a control groups of 25 students each. Four active learning strategies (viz., SQ3R, brainstorming scaffolded instruction, and snowball throwing)were used to instruct the experimental group whereas the control group was taught by the teaching strategies in the teacher’s book. The data were collected using a quasi-experimental approach design through a pre-post-test for both control and experimental groups. In terms of data analysis, One-way MANCOVA and One-way ANCOVA were used to answer the research question. The findings revealed significant differences between the two groups' performance in the post-test in favor of the experimental group. Therefore, the researcher recommends using the selected ALSs on different EFL skills and different levels of students.
