Effects of Critical Reading Instruction on Students’ Reading Awareness in EFL Class: Grade 11 Kaso Ghimbi High School in Focus
Abstract
This study aims to examine the effects of critical reading instruction on students’ reading awareness in an EFL classroom. The design of this study is quasi experimental especially non randomized control group design. For gathering data pre-test and post-test questionnaires were used. The setting of the research was Kaso secondary school grade 11 Gimbi Town, Oromiya region Ethiopia. Questionnaire was used as a tool to collect data for the study. The researcher tested the validity and reliability of the tool before using it for data collection. The data obtained are then tested using a t-test. The result of the research shows that the awareness of the experimental group students who were leaning by critical reading instruction approach is higher than those students who did not learn by critical reading instruction approach. Therefore, it could be recommended that subject area teachers should give their students additional chance of practicing the critical reading strategies instead of using only limited strategies. Further, it is desirable to recommend some areas that need investigation.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7030
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