|
|
 |
| |
|
|
|
Arabic Teachers’ Evaluation Degree of their Reading Teaching Strategies and Practices |
|
|
|
PP: 1161-1172 |
|
|
|
doi:10.18576/isl/120307
|
|
|
|
Author(s) |
|
|
|
Ali M. Telfah,
Mohammad F. Al-Hawamdah,
|
|
|
|
Abstract |
|
|
| The present study measured the Arabic teachers’ evaluation degree of their own reading teaching strategies and practices to reveal any statistically significant differences in terms of two teacher-related variables: educational qualification and years of experience. In order to achieve the objectives of the study, the researcher developed a questionnaire of 33 paragraphs distributed in three phases: pre-reading, during-reading, and post-reading. The study sample consisted of 302 female and male Arabic teachers who were selected following the simple random approach out of the total study population (730 female and male teachers). The results of the study revealed that the Arabic teachers’ evaluation degree of their reading teaching strategies was high; however, no statistically significant differences were found in terms of teachers’ educational qualification and or their years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching reading and future directions of research.
Keywords: Arabic language Teachers, Reading Comprehension, Reading Teaching Strategies. The present study measured the Arabic teachers’ evaluation degree of their own reading teaching strategies and practices to reveal any statistically significant differences in terms of two teacher-related variables: educational qualification and years of experience. In order to achieve the objectives of the study, the researcher developed a questionnaire of 33 paragraphs distributed in three phases: pre-reading, during-reading, and post-reading. The study sample consisted of 302 female and male Arabic teachers who were selected following the simple random approach out of the total study population (730 female and male teachers). The results of the study revealed that the Arabic teachers’ evaluation degree of their reading teaching strategies was high; however, no statistically significant differences were found in terms of teachers’ educational qualification and or their years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching reading and future directions of research.
|
|
|
|
|
|
|
|
