Utilizing a Digital Storytelling Strategy to Develop Formal Language Preparatory Schoolers' EFL Critical Reading Skills | ||
| دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق | ||
| Article 10, Volume 39, Issue 138, October 2024, Pages 423-450 PDF (3.92 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/sec.2024.399517 | ||
| Abstract | ||
| The current study aimed at developing the EEL formal language preparatory school students’ critical reading skills by using a digital storytelling strategy. The study adopted the quasi-experimental design. Participants of the research were sixty students of first year formal language preparatory School. They were selected from Abo El-Mahassen Sengab Formal Language School during the academic year 2023-2024: (30 students for the control group and 30 students for the experimental group). Instruments used were a critical reading checklist and a pre/post critical reading test designed by the researcher. The experimental group was taught by the use of the Digital Storytelling Strategy whereas the control group was taught through regular instruction. The obtained data were analyzed using the Statistics Package for Social Science (SPSS Version 26). Results revealed that the Digital Storytelling Strategy had a significant effect on developing the EFL critical reading skills of formal language preparatory school students. | ||
| Keywords | ||
| Key words: Critical reading skills; Digital Storytelling Strategy; EFL | ||
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