Using the Cognitive Learning- Centered Approach Versus Reflective Reading Strategy to Develop EFL Prospective Teachers’ Comprehension Performance, Cognitive Academic Language Proficiency and Cognitive Motivation

1Moheb Hanna Salim Youssef, Dr.Bahaa El-Naggar, Dr. Azza El-Marsafy

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Abstract:

The present study aimed at investigating the effect of a modified cognitive learning centered approach (MCLA) and a suggested reflective reading strategy (SRRS) in developing prospective teachers’ Reading Comprehension Performance, Cognitive Academic Language proficiency and Cognitive motivation. The study adopted the quasi- experimental design (two experimental groups and one control group). Seventy eight prospective teachers in the fourth year-English department from the faculty of Education, Zagazig University were chosen to participate in the study. Each group comprises (n=26) students. The administration was conducted during the academic year 2018-2019 to collect data. The researcher designed a reading comprehension performance test, a cognitive academic language proficiency test and a cognitive motivation scale which were approved by the jury members. In addition, the researcher designed the course material and instructor’s guide. The 1st experimental group was taught with the suggested reflective reading strategy (SRRS) while the 2nd experimental group was taught by the modified cognitive learning- centered approach ( MCLA). The students of the control group received regular instruction. The results showed that the 1st experimental group ( taught through the suggested reflective reading strategy (SRRS) had a significant improvement in their performance in the post results of developing reading comprehension performance and cognitive academic language proficiency while the modified cognitive learning - centred approach (MCLA) had a significant improvement in their performance in the post results in developing reading comprehension performance and cognitive academic language proficiency. Comparatively, according to MacGuigan gain ratio, it was concluded that the modified cognitive learning -centred approach (MCLA) was effective than the suggested reflective reading strategy (SRRS) in developing prospective teachers’ reading comprehension performance and cognitive academic language proficiency, however, the two groups didn’t achieve any improvement nor effectiveness in developing prospective teachers’ cognitive motivation.

Keywords:

Cognitive learning centered approach (CLA), uggested Reflective Reading Strategy (RRS), Reading Comprehension Performance (RCP), Cognitive Academic Language proficiency (CALP), Cognitive motivation (CM).

Paper Details
Month11
Year2020
Volume24
IssueIssue 10
Pages5882-5901