The Effect of Talking Story Books on Saudi Young EFL Learners' Reading Comprehension

Autor/in	Alsamadani, Hashem Ahmed
Titel	The Effect of Talking Story Books on Saudi Young EFL Learners' Reading Comprehension
Quelle	In: English Language Teaching, 10 (2017) 5, S.204-213 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Multivariate Analysis; Control Groups; Reading Comprehension; Foreign Countries; Experimental Groups; Reading Tests; Teaching Methods; Males; Elementary School Students; Prereading Experience; Reading Aloud to Others; Story Reading; Task Analysis; Phonics; Spelling; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Multivariate Analyse; Leseverstehen; Ausland; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Aufgabenanalyse; Schreibweise; Saudi-Arabien
Abstract	The current research study investigated the effects of talking story books on Saudi young EFL learners' reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01