The Effectiveness of Using REACT Model for Teaching Literary Texts to EFL Preparatory School Students
Article Sidebar
Main Article Content
Abstract
Literature is generally used in English language teaching for the development of knowledge about the language . REACT (Relating, Experiencing, Applying, Cooperating and Transferring) model has been used as a model in teaching English literary texts . This study aims at investigating its effectiveness for teaching literary texts to EFL preparatory school students through:
1-assessing the average level of the 5th year preparatory school students' achievement in English literary texts.
2-finding out whether there is any significant difference between students' achievement of the experimental group and that of the control group in the posttest.
3- finding out whether there is any significant difference between the students' achievement at the recognition level and that at the production level of the posttest.
4- finding out whether there is any significant difference between the experimental group's achievement in the pretest and posttest.
A sample of ninety EFL fifth year preparatory school students have been randomly selected from Al-Kansaa Preparatory School for Girls during the academic year(2021-2022), that represents (73.17) of its original population and divided into two equal groups, i.e. experimental and control groups. Both groups have been equalized in their age, their parents’ educational achievement, and their previous year achievement in English.
The required data has been collected and analyzed statistically. The obtained results indicates that REACT model is more effective than using the conventional method for teaching literary texts. Finally, the study ends up with some conclusions and recommendations.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
-Alexander, J; McDaniel, G. and Baldwin, M. (2005) If we teach them to finish Solving real nursing problems through problem-based learning. Annual Review of Nursing Education, 3,(pp.109-123).
- Alev, Nedim and Ultay ,Eser. (2017) Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics. Journal of Education and Practice.
Best, J. W., and Kahn, J. V. (2006) Research in Education, 10th. New Delhi: PHI Learning Private Ltd.:289.
- Bilgin ,A ;Yurukel, F. and Yigit, N (2017) The Effect of a Developed REACT Strategy on the Conceptual Understanding of Students : "Particulate Nature of Matter". Journal of Turkish Science Education. Vol(14), Issue2.
-Brown, H. D. (2000) Principles of Language Learning and Teaching . New York: Longman:12.
-Bynom, A. (2001) "Testing: Basic Concepts: Basic Terminology". English Teaching Professional. :13.
-CORD, (1999a) Teaching Mathematics Contextually. Waco, Texas, USA:CORD Communications, Inc.
-CORD, (1999b) Teaching Science Contextually. Waco, Texas, USA: CORD Communications, Inc.
-Costu, S. (2009). Teacher Experiences from a Learning Environment based on Textual Teaching and Learning in Mathematics Teaching . (Unpublished Master Dissertation) , Karadeniz Technical University, Trabzon.
-Crawford ,M. and Witte, M. (1999) Strategies for Mathematics: Teaching in Context, Educational Leadership, 57(3), (pp.34-38).
-Crawford, M.L.(2001) Teaching Contextually: Research, Rationale, and Techniques for Improving Student Motivation and Achievement in Mathematics and Science, CCI Publishing, Waco, Texas.
Cresswell, J. W. (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.(4th ed.) Pearson Education, Boston: 142, 294.
-Crook, G., Schmidt, R. (1991). "Motiva¬tion: Reopening the Research Agenda". Language Learning, 41 (4): (pp.469–512).
-Custodio, B., and Sutton, M. J. (1998) Literature-Based ESL for Secondary School Students. TESOL Journal, 7(5), (pp.19-23).
-Hulst, Auke (2017) Als ditz o doorgaat: Let's Make Literature Great Again, with All the Best Words! (1st ed). Amsterdam, Nethelands:Ambo/Anthos Uitgevens. Retrived from:https://www.amboanthos.nl/boek/als-dit-zo- doorgaat/.
-Imel, S. (2000) Contextual Learning in Adult Education. Practice Application Brief, 12.
-Kay, S. (1982) Literature in the ESL Classroom. TESOL Quarterly, 16(4), (pp.529- 536). http://dx.doi.org/10.2307/3586470.
-Khatib, M; Derakhshan, A.and Rezaei, S. (2011) "Why & Why not Literature : A Task-Based Approach to Teaching Literature" . International Journal of English Linguistics, 1,(pp.213-218). Retrieved from : https://www. Researchgate.net/publication/262187597-Why-Why-Not-Literature-A- Task—Based-Approach to –Teaching-Literature.
-Liach, P.A. (2007) Teaching Language Through Literature: The Waste Land in The ESL Classroom.7-17.Retrived from:https://core.ac.uk/download/pdf/143454926.pdf.
-Oktafiani , Dwi. (2021) Improving The Speaking Proficiency Through REACT Strategy at SMA Negeri 3 Makassar. Muhammadiyah University of Makassar. (UnPublished Thesis).
-Sage, H. (1987) Incorporating Literature in ESL Instruction. Language in Education: Theory and Practice.
-Ultay,N; Durukan,U.G. and,Ultay, E.(2015) Evaluation of the Effectiveness of Conceptual Change Texts in the REACT Strategy. Chemistry Education Research and Practice, 16 (1),(pp. 22-38).
-Verma, G. K., and Beard, R. M. (1981) What is Educational. :86.
-Webster, M. (2005) Webster Collegiate Dictionary. USA: Merriam Company.
- White, V. R. (1988) The ELT Curriculum. Oxford: Basil Blackwell Ltd.:9.
-Yildrim, G. and Gultekin,M. (2017) Applications of Context-Based Learning in Primary 4th Class Science and Technology Course. Journal of Ahi Evran University Kirsehir Faculty of Education, 18 (Ozel Sayi),(pp.18-101).
-Business Dictionary. Com.
-(https:llfr.scribd.com/doe/308197644/2-Types-of-Literature)
-(https://literary terms .net/poetry/)