Is questioning a catalyst for critical reading among Jordanian EFL learners?

Main Article Content

Ruba Fahmi Bataineh
https://orcid.org/0000-0002-5454-2206
Maysaa Issa Al-Shbatat

Abstract

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students’ critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was taught through questioning strategies (viz., questioning, self-questioning and a combination of both), and a control group of 19 students was taught per the guidelines of the prescribed Teacher’s Book. Descriptive statistics and analysis of co-variance were used to analyse the students’ scores on the pre- and post-tests. The findings reveal that the experimental group outperformed the control group, as questioning and self-questioning improved students’ critical reading skills, more so for questioning than self-questioning.


Keywords: Critical reading, EFL, Jordan, questioning, self-questioning, strategies.

Downloads

Download data is not yet available.

Article Details

How to Cite
Bataineh, R., & Al-Shbatat, M. (2019). Is questioning a catalyst for critical reading among Jordanian EFL learners?. Cypriot Journal of Educational Sciences, 14(3), 384-400. https://doi.org/10.18844/cjes.v14i3.3485
Section
Articles