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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Sereen Mousa Jubran
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DOI:10.17265/2161-623X/2016.05.005
Affiliation(s)
Al Balqa’ Applied University, Amman, Jordan
ABSTRACT
The
study aims at identifying the effect of the social constructivists approach on teaching
reading to Jordanian university students and their attitudes towards reading.
The subjects of the study consisted of 67 juniors at Princess Alia University
College during the academic year 2014-2015. The subjects were divided into an experimental group (34 students)
and a control group (33 students). Both groups were pre-tested to measure their reading skills before conducting the experiment.
Quasi-experimental design was employed in this study. During the experiment,
the instructor of the experimental group used the social constructivist
approach while the instructor of the control group used the traditional
approach in teaching reading. A significant difference is existed in the
adjusted mean score in favor of the experimental group.
KEYWORDS
constructivists, traditional approach, princess alia university college, reading skills
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