Utilizing an Integrative Strategy Based on Generative Learning Model to Develop EFL Secondary School Students’ Critical Reading Skills and Self-Regulation

The main purpose of the study was to develop secondary stage students’ EFL critical reading skills and self-regulation through using an Integrative Strategy Based on Generative Learning Model. To accomplish this purpose, the present study followed the pre-post, quasi- experimental-control group design. Towards this, the researcher used two groups: experimental and control groups. Conducting the current treatment, a number of eighty-four EFL first secondary stage students from the Martyr Muhammad Ibrahim Al-Baqash Secondary School, Diarb-Negm Directorate, Sharkia Governorate, Egypt, were allocated in two groups, twenty-four students for the experimental group and twenty-four for the control one. Characteristically managed a pre – and post- testing technique for the purpose of data gathering and analyzing. The researcher designed an EFL critical reading skills test and to measure EFL critical reading skills before and after the treatment, a five-point likert scale was designed for measuring the effect of the integrative strategy based on GLM on the students’ selfregulation. Generally, the current study was conducted over a period of five weeks; each task took about 90 minutes to be fully implemented through the second term of the academic year 2019-2020. Finally, the results of the study showed that the Integrative Strategy Based on Generative Learning Model had a positive effect on developing the EFL critical reading skills and self-regulation of First-year SecondaryStudents.