A. Masoud, H. (2020). Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills. Journal of Research in Curriculum Instruction and Educational Technology, 6(1), 115-148. doi: 10.21608/jrciet.2020.67946
Howida Mostafa. A. Masoud. "Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills". Journal of Research in Curriculum Instruction and Educational Technology, 6, 1, 2020, 115-148. doi: 10.21608/jrciet.2020.67946
A. Masoud, H. (2020). 'Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills', Journal of Research in Curriculum Instruction and Educational Technology, 6(1), pp. 115-148. doi: 10.21608/jrciet.2020.67946
A. Masoud, H. Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills. Journal of Research in Curriculum Instruction and Educational Technology, 2020; 6(1): 115-148. doi: 10.21608/jrciet.2020.67946
Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills
Faculty of Education, Minia University, El-Minia, Egypt
Abstract
T
he present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors’ critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a pre-post critical writing test (CWT) were used as instruments of the study. T-test was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented.
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