The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension
International Journal of Secondary Education
Volume 8, Issue 2, June 2020, Pages: 20-26
Received: Sep. 24, 2019; Accepted: Nov. 5, 2019; Published: May 19, 2020
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Hawa Mohammed, Department of English Language and Literature, Woldia University, Woldia, Ethiopia
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This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used
Discourse Analysis, Cohesion, Cohesive Devices, Reading Comprehension, General Secondary School, EFL Learners
To cite this article
Hawa Mohammed, The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension, International Journal of Secondary Education. Vol. 8, No. 2, 2020, pp. 20-26. doi: 10.11648/j.ijsedu.20200802.11
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