A Suggested SIT-Based Enrichment Program for Improving Prep-Stage EFL Gifted and Non-Gifted Students' Reading Motivation

Abstract

The current study aimed at investigating the effectiveness of the suggested enrichment program improving second year prep-stage EFL gifted and non-gifted students' reading motivation. The study had a two treatment groups (eleven students each) at second year preparatory stage at Khalid Ibn Elwaleed School for boys at Sohag. The study adopted the quasi-experimental design. The instruments of the study included the suggested SIT-based enrichment program, and a reading motivation scale which was designed and validated. The students of the study were taught the suggested SIT-based enrichment program. Results of the research revealed a statistically significant difference between the mean score of the gifted students in the pre and post assessment for the favor of the post assessment of their reading motivation. There is a statistically significant difference between the mean score of the non-gifted students in the pre and post assessment for the favor of the post assessment of their reading motivation. The revealed a statistically significant difference between the mean score of the gifted and that of non-gifted students for the favor of the gifted students.

Effectiveness of a Proposed Program Integrating MALL & Reciprocal Listening to Podcasts in Fostering EFL Faculty of Biotechnology Students’ HOTS, Vocabulary Acquisition and Speaking Fluency

“…Results of the HOTS diagnostic test are consistent with the findings of Mohamed's (2019) study highlighting that Egyptian EFL university learners need effective instructional interventions to promote their HOTS. In addition, results of the vocabulary diagnostic test go in line with the findings of Elsherbini and Ali (2017), Helwa (2017), Mohamed, Abdel Haq, Amin and Mohamed (2020) and El-Shamy (2021) denoting Egyptian EFL university learners' limited vocabulary.…”

“…Reciprocal teaching proved its effectiveness in promoting reading comprehension among learners of varied age groups, nationalities, linguistic proficiency levels and backgrounds as in the studies of Choo, Eng and Ahmad (2011), Ostovar-Namaghi and Shahhosseini (2011), Abdul-Majeed (2013), Sahab (2014), Navaie (2018), Pangaribuan (2019) and Satriani, Munawir, Khair and Putriani (2022). Recently, reciprocal teaching proved its effectiveness in developing HOTS among Egyptian English majors in Mohamed's (2019) study. Therefore, implementing RL to develop EFL university students' HOTS is a researchable area that is worth investigating.…”

“…HOTS represent "a cognitive capacity that students should cultivate in order to improve their ability to think critically, logically, and creatively in order to solve problems" (Irianti, Febriani & Friatin, 2022, p.202). Furthermore, they can be assessed during EFL university students' attempts to analyze, evaluate and create ideas (Mohamed, 2019).…”

“…As for questioning, it takes place as EFL learners pose relevant questions to actively construct the meanings of audio texts. During reciprocal teaching, EFL learners should ask deep level questions to provoke and promote their HOTS (Mohamed, 2019). Finally, summarizing refers to EFL listeners' attempts to focus on the main ideas as well as the most important details of the spoken texts, thus leaving out less important details and getting a condensed form of the audio texts (Dehham, Hasan Macias, Aquino-Rojas, Heredia-Arboleda and Lara-Velarde (2021) propose a model for applying reciprocal teaching to foster EFL learners' listening comprehension ability.…”

“…It was suggested that future studies should explore the challenges that EFL teachers encounter while employing these strategies to foster their students' HOTS. Mohamed (2019) examined the effectiveness of a proposed reading program based on the implementation of reciprocal teaching (RT) strategies in promoting Egyptian prospective EFL teachers' HOTS and reading motivation. Participants were seventy second year students.…”