Understanding the Stagnation: Attitude as a Predictor of Extensive Reading Skills without Observable Improvement Despite Metacognitive Integration
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: This study explores the impact of integrating Extensive Reading (ER) enriched with metacognitive strategies on ER skills and positive attitudes towards ER learning. The research employs a one-group pretest-posttest design involving 79 Arabic language students. The measurement of ER skills and positive attitudes towards ER activities was conducted using a questionnaire based on the ten principles of ER. Bayesian paired t-tests did not show a significant improvement in skills or attitudes towards ER activities post-intervention. However, Bayesian linear regression revealed a significant correlation between post-intervention skills and attitudes, with attitudes explaining most of the variation in skills. Although no direct improvement was observed, fostering a positive attitude towards ER may indirectly enhance reading proficiency. These findings underscore the necessity of addressing both cognitive and affective aspects in Arabic language teaching.
Source: Journal of Ecohumanism
Authors: Nurul Murtadho, Zawawi bin Ismail, Kholisin .
Institutions: State University of Malang, University of Malaya
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405778189