The Effectiveness of Using (DRTA) Strategy On EFL Intermediate School Students' Reading Skill
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The current study employed the DRTA strategy to teach English reading skills. This strategy is designed to allow students to progress through learning processes, improve their English reading skills, and raise their ethical awareness, ultimately resulting in students with better knowledge, skills, qualities, and morality. The present study aims at: 1) assessing the average level of the second-year intermediate school students' achievement in reading skills. 2) Finding out the effectiveness of using the DRTA strategy on EFL intermediate school students' reading skills. 3) Finding out whether there is any significant difference between the experimental group's achievement at the recognition level, on the one hand, and their achievement at the production level, on the other. To verify the formulated hypotheses, a sample of sixty female students from the second class, which constituted 22.5% of its original population, has been randomly selected and divided into two equal groups, i.e., experimental and control groups. Both groups are equalised in their ages, parents' educational attainment, their English scores in the previous year, and their achievement in the pretest. The two groups have been taught the same instructional material for a period of twelve weeks. An achievement test has been constructed, validated, its reliability obtained, its items analysed, and then applied to the two involved groups of students at the end of the instructional period of the current study. Based on the results and obtained conclusions in this work, suitable recommendations and suggestions for further studies are put forward.
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