Impact of Cornell Notes vs. REAP on EFL Secondary School Students' Critical Reading Skills

Autor/in	Ahmad, Samah Zakareya
Titel	Impact of Cornell Notes vs. REAP on EFL Secondary School Students' Critical Reading Skills
Quelle	In: International Education Studies, 12 (2019) 10, S.60-74 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Critical Reading; Scores; Pretests Posttests; Comparative Analysis; Notetaking; Secondary School Students; Reading Tests; Teaching Methods; Instructional Effectiveness; Learning Strategies; Females; Foreign Countries; College Entrance Examinations; Egypt; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Lesen; Sekundarschüler; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Weibliches Geschlecht; Ausland; Aufnahmeprüfung; Ägypten
Abstract	This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students' critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p<0.05). Moreover, three subsequent independent-samples t-tests comparing posttest scores indicated that students in each experimental group scored significantly higher than those in the control group (t=3.90, p<0.05; t=5.03, p<0.05, respectively) and that there is no statistically significant difference between means of scores of students in the two experimental groups (t=1.35, p>0.05). Therefore, it was concluded that both Cornell Notes and REAP had a significant effect on EFL secondary school students' critical reading skills. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01