Helwa, H. (2019). The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits. Journal of Research in Curriculum Instruction and Educational Technology, 5(4), 89-148. doi: 10.21608/jrciet.2019.54436
Hasnaa Sabry Abdel-Hamid Ahmed Helwa. "The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits". Journal of Research in Curriculum Instruction and Educational Technology, 5, 4, 2019, 89-148. doi: 10.21608/jrciet.2019.54436
Helwa, H. (2019). 'The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits', Journal of Research in Curriculum Instruction and Educational Technology, 5(4), pp. 89-148. doi: 10.21608/jrciet.2019.54436
Helwa, H. The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 5(4): 89-148. doi: 10.21608/jrciet.2019.54436
The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits
The purpose of the research is to investigate the effectiveness of using dramatic problematizer language learning model (DPLLM) in developing EFL prospective teachers' critical reading skills and reading habits. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The participants of the research consisted of sixty students (N=60). They were chosen from third students enrolled in English section at Benha Faculty of Education, Egypt. They were divided into two groups; an experimental group (N=30) and control group (N= 30). The experimental group was taught through using Dramatic Problematizer Language Learning Model (DPLLM), while the control group was taught by the regular method. Both groups were tested before and after the intervention. The instruments of the research included an EFL critical reading skills test, reading habits scale and semi-structured interview. Results of the research revealed a statistically significant difference between the mean scores of the control group and experimental group students in the pre and post administration of the EFL critical reading skills and reading habits in favor of the experimental group. These results were ascribed to using dramatic problematizer language learning model.
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