The Effect of Using It Says, I Say, and So Strategy on Iraqi EFL University Students’ Achievement in Reading Comprehension
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Abstract
The current study intends to assess the impact of the It Says, I Say, and So Strategy on the English reading comprehension accomplishment of Iraqi EFL University students. This method assists students in evaluating their reading, which leads to a greater grasp of the content. During the academic year 2021-2022, the study's sample includes of second year university students / English Department / College of Art / Tikrit University. It was picked at random and divided into two groups, the experimental group with 32 students and the control group with 32 students as well. Certain factors are used to equalize the two groups. The It Says, I Say, and So Strategy is utilized with the experimental group, whereas the usual method is employed with the control group. After six weeks of teaching, both groups took the identical reading comprehension exam. An accomplishment exam was developed, validated, and administered to the two groups involved. The necessary data has been gathered and statistically examined. Because of the application of the It Says, I Say, and So Strategy, the acquired findings reveal that there are statistically significant variations in the accomplishment of the students of the two groups in favor of the experimental group
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