Mansoura University

Faculty of Education
Dept. of Curriculum& Instruction

The Impact of Training in Web-Based Self-Regulated

Learning Strategies on Improving Secondary School
Students’ Reading Comprehension

A Thesis Submitted in Fulfillment of the Requirements for the Degree

of M.A. in Education

(Curriculum& Instruction: TEFL)

Submitted by
Ahmed Ibrahim Saber Goda
An English Language Teacher
Supervisors

Dr. Aly Abd AlSamea Qoura Dr. Adel Abd AlHaliem AlSheikh

Professor of Curriculum & Instruction Professor of Curriculum & Instruction

(TEFL) (TEFL)
Faculty of Education Faculty of Education
Mansoura University Mansoura University

2017
 ACKNOWLEDGEMENTS
First and foremost, I kneel down for ALLAH, for His countless blessings
and for the strength and patience He has granted me to accomplish this work.
Moreover, this work would have never seen the light without the steady support
and constant guidance of many people to whom I owe much.

I would like to express my sincere gratitude to my dear supervisor and

advisor Prof. Aly Abd AlSamea Qoura for his continuous support throughout
my study, patience, wisdom and immense knowledge. His guidance, precious
feedback and encouragement helped during the course of this research from the
beginning till the end.

I would like to extend my deepest appreciation and heartfelt thanks to my

dear supervisor Prof. Adel Abd AlHaliem AlSheikh who empowered me to
complete this study. He also gave me outstanding guidance, caring, valuable
time, and provided me with such an atmosphere conducive to complete my
research in the most outstanding manner.

Special appreciation and truthful gratitude to Prof. Zeinab Ali AlNaggar

for accepting the invitation to be the chairman of the thesis examination
committee and for her constructive comments. Special gratitude is also extended
to Prof. Badran Abdel Hamead Hassan, one of the most prestigious professors,
for accepting to examine me. Thank you for the feedback, direction, and
assistance when I needed it.

Special thanks are due to the soul of my beloved mother who I wish had
been with me to witness this moment. I cannot express enough thanks to my
great father for his prayers and support to accomplish this thesis. I should also
thank my caring, loving, and supportive wife, Shaimaa. Her encouragement
during the rough times got me really through. Finally, I cannot forget the smile
of both my son Omar and daughter Arwa which gave me hope and persistence
to finish the study as best as I could.

II
 ABSTRACT
The Impact of Training in Web-Based Self-Regulated Learning Strategies
On Improving Secondary School Students’ Reading Comprehension
By
Ahmed Ibrahim Saber Gouda

Prof. Prof.
Aly Abdel-Samea Qoura Adel Abd AlHaliem AlSheikh

The purpose of this study was to investigate the impact of training secondary
school students in web-based self-regulated learning strategies to improve their
reading comprehension skills. To fulfill the purpose of the study, two
instruments were designed and administered: the first is a pre-post self-
regulated learning strategies 25 items questionnaire to measure students’
utilization of self-regulated learning strategies while reading online; the second
is a pre-post reading comprehension achievement test to measure students’
reading skills. Validity and reliability of both instruments were established
before their use. The study adopted the quasi-experimental design. The
participants consisted of sixty female students selected from second year of
Hussein Hammad secondary school, in Dikirnis, where thirty students
represented the experimental group, and thirty other students exemplified the
control group. The web-based self-regulated learning strategies training was
administered to the experimental group for six weeks whereas the control group
received conventional teaching as prescribed by the Teacher’s Guide. Results of
the study revealed that there were statistically significant differences between
the control and experimental groups on both questionnaire and test scores in
favor of the experimental group. In addition, the proposed training led to
significant improvement in students’ reading comprehension skills. A number
of recommendations concerning the use of web-based self-regulated learning
strategies and teaching reading in different stages was postulated.

Key words: Self-Regulated Learning, Reading Comprehension, Web-Based Learning

III
 Table of Content

Contents Page
Acknowledgements ii
Abstract iii
Table of contents iv
List of appendices vii
List of tables viii
Chapter One: The Problem of the Study
Introduction 1
Pilot Study 5
Statement of the Problem 6
Questions 7
Purposes 7
Significance 8
Delimitations 8
Hypotheses 9
Definition of Terms 10
Organization of the Remainder of the Study 11
Chapter Two: Review of Literature and Related Studies
Introduction 12
Part One: Reading Process 12
Importance of Reading 14
Models of Reading 16
Theories of Teaching Reading 19
Reading Comprehension 23
Reading Comprehension levels 24
Reading Comprehension Skills 26
Studies Related to Developing Reading Comprehension Skills 28
Part Two: Computer Assisted Language Learning (CALL) 29
The Development of CALL 30
Types of CALL Programs 33

IV
The Importance of Using CALL 34
CALL and Self-regulation 35
CALL Based Reading 36
Studies Related to CALL and Web-Based Learning 38
Self-Regulated Learning 41
Phases of self-regulation 42
Self-Regulated Learning Principles 44
Self-Regulated Learning Strategies 45
Studies related to Reading Comprehension and Self-Regulation 49
Commentary 51
Conclusion 52
Chapter Three: Research Method and Procedures
Participants 53
Design 53
Instruments 54
Description of the instruments 54
Description of the Test 55
Test Validity 55
Test Reliability 59
Description of the Questionnaire 61
Validity for SRLSQ 62
Reliability for SRLSQ 64
Description of the Study Treatment 66
Duration of the treatment 67
Objectives of the treatment 67
Conclusion 67
Chapter Four: Results and Discussions
Statistical Methods 68
Results of Reading Comprehension Skills Test (RCST) 69
Testing the first hypothesis 69
Testing the second hypothesis 70
Testing the third hypothesis 73

V
Effect Size )η2) 75
Results of Self-regulated Learning Strategies Questionnaire(SRLSQ) 77
Testing the fourth hypothesis 77
Testing the fifth hypothesis 79
Testing the sixth Hypothesis 82
Effect size )η2) 83
Results and Interpretation 85
Conclusion 89
Chapter Five: Summary, Conclusions and Recommendations
The Problem of the Study 90
Questions of the Study 90
Purposes 91
Significance 91
Methods 92
Results 93
Conclusions 95
Recommendations 95
Suggestions for further research 96
References 97
Appendices
(I): Pilot Study Test 118
(II): Reading Skills Checklist 120
(III): Pre-post Reading Comprehension Skills Test 122
(IV): Self-Regulated Learning Strategies Checklist 133
(V): Pre-post Self-Regulated Learning Strategies Questionnaire
135
(English Version)
(VI): Pre-post Self-Regulated Learning Strategies Questionnaire
138
(Arabic Version)
(VII): The Governmental Approval for Carrying on the Study 140
(VIII): Sessions of the Program 141
(IX): Screen shots of the site 174
(X): Names of the Jury Members 177
Arabic Summary

VI
 List of tables
Table
Title of the table Page
No.
(1) Results of the pilot study test 5
Correlation coefficient for test questions as well as the total
(2) 56
score of each skill
Correlation coefficient for test questions as well as the total
(3) 57
score of RCST
(4) Facility, Difficulty and Discrimination Coefficient for Test items 58

(5) Reliability coefficient of the RCST using Cronbach’s Alpha 59

Correlation coefficient for SRLSQ items as well as total mark of
(6) 63
the strategy
Correlations coefficient for SRLSQ strategies as well as total
(7) 64
score of SRLSQ
Reliability coefficient of Questionnaire Strategies using
(8) 65
Cronbach’s Alpha
T. test results of the control and experimental groups on the pre
(9) 69
administration of the RCST
T. test results of the control and experimental groups on the post
(10) 71
administration of the RCST
Comparing the mean scores of the experimental group on the pre
(11) 74
and the post administration of the RCST
(12) Values of )η2) and Levels of Effect Size 75
T. test results of the control and experimental groups on the pre
(13) 78
application of the SRLSQ
T. test results of the control and experimental groups on the post
(14) 79
application of SRLSQ
Comparing the mean scores of the experimental group on the pre
(15) 82
and the post application of SRLSQ
Value of )η2) and Levels of Effect Size of the Treatment on
(16) 83
SRLSQ

VII
 Chapter One
The Problem of the Study
 Chapter One

Chapter One
The Problem of the Study
Introduction
Learning English indeed has become a necessity. It is the most commonly
used language in the world and requires students’ perception and mastering of
its four skills, listening, speaking, reading and writing. Reading is the most
important skill which a foreign language learner should acquire primarily
because it is thought to be the gate through which other language skills are
open.

Reading is perceived to be an important indicator of achievement in

schools. Mainly, through reading, students acquire information and ideas which
enable them to speak and write. They should hardly be dependent on hearing
alone because speech is far faster than reading. Even solving math and science
problems depend on reading skills. (Cornoldi & Oakhill,1996). Reading is a
meaning making process that includes learner self-reflection and others’
involvement through think-aloud (Wilhelm, 2001).

The role of reading in secondary schools is very important because it

helps students to gain information about different cultures and customs.
Moreover, students who have a good promotion in reading and receive
inducement at home can only exceed in school (Yubune, Kanda &Tabuchi,
2007). Likewise, Nasr (2011) stated that reading skill is viewed as the most
essential skill of the four skills particularly in the countries where English is
taught as a foreign language.

1
 Chapter One

More students still face troubles in mastering the reading skill. Engaging
these students in active reading activities may assist them to become more
involved in their reading (Glencoe ,2003). On the other side, good readers are
active and strategic readers who apply and utilize various comprehension
strategies before, during, and after reading. Good readers apply comprehension
strategies to make the construction of meaning easier. These strategies involve
previewing, self-questioning, making connections, visualizing, knowing how
words work, monitoring, summarizing, and evaluating. Furthermore,
McLaughlin and Allen, (2002) believe that applying and utilizing such
strategies already assist students become more metacognitive readers.

Reading comprehension has been a part of classrooms as long as schools

existed. Students desire to read texts and teachers want to promote and assess
comprehension. Understanding the meaning of text words, numbers, and
images, in print or digital form is the ultimate desired goal of reading. Reading
comprehension, both its instruction and assessment, are arguably the most
significant outcomes of reform movements designed to improve reading
curriculum and instruction or at least it ought to be. The trends over the past five
or six years are encouraging (Snow, 2003).

The emphasis on comprehension has been reinforced by attention to the

plight of older readers, for whom comprehension is both the central goal and
barrier (Biancarosa & Snow, 2006). The main key of comprehension is to make
meaning of a text in a way that is understandable and relatable to the reader
(Tompkins, 2007). It is evident that many students at school face difficulties in
reading, which can be attributed to several reasons such as too little reading
practice, and/or poor reading teaching and instruction. In this regard, Alemu
)2004, p.252) concluded, “teachers still adhere to the traditional language
teaching procedures.”. Therefore, students need to be trained in different
settings to enhance and foster their reading comprehension skills.

2
 Chapter One

Applying recent methods in English teaching and learning gives learners

more opportunities to be active participants. Internet technologies are
characterized because of their positive effects for literacy learning inside and
outside of the school context (Hull & Schultz, 2001). In fact, Internet
technologies have become a part of school learners’ daily lives, especially in the
area of informational texts (Lebo, 2003). The internet provides numerous
resources and chances for students (Spires & Estes, 2002). Reading and
searching for information on the internet is an interacting process between
students and the hypertext (Wang, Hawk, & Tenopir, 2000).

Levine, Ferenz and Reves (2000) agreed that using web-based learning
for improving students’ reading comprehension is specially widely accepted.
Web-based learning varies from an ordinary classroom. In the traditional
classroom, teacher’s activities often top student participation. The teacher, in
general, controls the use of class time and concentrates almost all student
attentiveness on the textbook. In contrast, web drills demand a large amount of
student activity, and the teacher often just instructs students, presents feedback
to them, and assists them to find suitable solutions to the existing problems
(Brandl, 2002).

Thus, reading comprehension on the web gives students more chances to

be more autonomous learners particularly when they use self-regulated learning
strategies through reading texts online. Leu and Kinzer (2000) stated that
reading in web-based settings should be seen as a recent trend. The new virtual
environments introduce valuable and more complex information for teachers
and students as well. Teachers will encounter a lot of changes in the way they
guide their students because they are in the transition from printed material to
the World Wide Web which is full of content. Yanguas (2009) mentioned that
the availability of many electronic resources provide numerous opportunities for
making texts more understandable to students.

3
 Chapter One

Moreover, Alvermann, Phelps and Gillis (2010) described how online

reading environments have the potential to support literacy and encourage
students to think more critically and be actively engaged in the learning process.

Training students on how to apply and use self-regulated learning (SRL)

strategies while learning English as a foreign language may help them enhance
their learning. Research suggested that learners who purposely and reflectively
self-regulate their learning are more likely to be successful (Zimmerman &
Schunk, 2001). Zimmerman (2002) viewed self-regulation as a method used by
self-directed students to proactively transform mental tasks to fulfill academic
tasks. Moreover, Zimmerman (2008) stated that SRL contains processes such as
goal setting, planning, selecting and using strategies, self-monitoring of one’s
effectiveness and self-evaluation while learning and remembering knowledge
and academic skills.

Most of the research on web-based learning and self-regulation has been

conducted from the perspective of Winne’s )1995, 2001) model of SRL )e.g.,
Moos & Azevedo, 2008). Winne’s model of SRL considers readers as active
participants in the learning process, as reflected by the different cognitive and
metacognitive activities in which readers engage in a cyclic and recursive way.
In order for learners to self-monitor their progress, they must set their own
learning goals, plan ahead, independently motivate themselves to meet their
goals, focus their attention on the task, and use appropriate learning strategies to
facilitate their understanding of material. Teachers can encourage self-
monitoring by having students keep a record of how many times they worked
on particular learning tasks, the strategies they used and applied, and the amount
of time they spent working (Zimmerman, 2004).

4
 Chapter One

Students are more likely to become self-regulated learners when they are
also able to evaluate their own learning in an independent way of teacher’s
summative assessments (Winne & Hadwin, 1998). This practice enables
students to evaluate their learning strategies and do the needed modifications for
similar tasks in their future (Schraw & Moshman, 1995). Teachers can support
students’ self-evaluation in the classroom by providing them how to monitor
their learning goals and strategy use, and then make changes to those goals and
strategies according to learning outcomes (Zimmerman, 2004).

Pilot Study
The researcher administered a diagnostic reading test to thirty EFL second
year secondary stage students to determine their reading comprehension level in
Hussein Hammad Secondary School for girls, Dikirnis, Al Dakahlia
Governorate. Students were asked to read a comprehension passage then answer
three types of questions (open questions, multiple choices, true or false)
intended to measure five reading comprehension skills (Appendix I, p. 118).

Table 1: Results of the Pilot Study Test

Reading for Recalling

Inferring Identifying Identifying
Skills specific facts and
sequences main idea word meaning
information details
Difficulty
Percent 80% 66.6% 70% 63.3% 60%

Sample =30 24 20 21 19 18

Results in table (1) indicated that the percentage of students' score on the
reading test was below the average. This showed the students’ low level in the
reading skills. 80% percent of the sample had difficulties in inferring sequences
skill. 66.6% of students did not identify the main idea correctly. With regard to
reading for specific information, 70% of students did not do well in it. In
recalling facts and details, the percent of students who have difficulties was
63.3%.

5
 Chapter One

Finally, identifying word meaning skill also seen to be difficult as the

percent was 60%. Therefore, it was rather essential to study this problem and
find a suitable remedy for it in order to improve the students’ reading skills.

Statement of the Problem

Based on the literature review, the researcher’s observations and the pilot
study results, it was evident that second year secondary stage students at
Hussein Hammad secondary school were in need of training in a new and active
reading comprehension strategies to give them the chance to take part in their
learning process. Based on the pilot study findings, students need to be able to
guess the meaning of difficult words, recognize the main idea, infer sequences,
read for specific information and recall facts and details.

Therefore, EFL students can apply self-regulated learning strategies while

reading texts on the web. First, preview the text, set purpose and connect
previous knowledge with the current. After that, they can monitor reading
processes and use imagery. Finally, evaluate goals and assess success and
failure in understanding. So, applying self-regulated learning strategies is
related to reading comprehension and can help enhance reading comprehension
for secondary stage students. Examples of self-regulated strategies include;
planning, elaboration, rehearsal, organization, self-monitoring, self-reward, help
seeking, time management and self-evaluation.

Hence, the present study suggests that equipping secondary school

students with appropriate training via the web by utilizing some self-regulated
learning strategies may help them read and comprehend better.

So, the present study attempted to answer the following questions:

6
 Chapter One

Questions
The main question of the study can be stated as:

How far can training in web-based self-regulated learning strategies improve

secondary school students’ reading comprehension skills?

This question can be divided into the following sub questions?

1- What are the reading comprehension skills necessary for 2nd year
secondary school students?

2- What are the web-based self-regulated learning strategies that may help
improve secondary school students’ reading comprehension skills?

3- What are the features of a proposed training program in web-based self-

regulated strategies to enhance secondary school students’ reading
comprehension skills?

4- What is the impact of the proposed program on students’ reading

comprehension skills?

Purposes
a. Identifying the required reading comprehension skills for EFL secondary
students’ to be improved.
b. Assessing the target students’ level of performance in the identified
reading comprehension skills.
c. Developing the web-based self-regulated learning strategies training that
would develop the identified reading comprehension skills for the target
secondary student.
d. Investigating the impact of the web-based self-regulated learning
strategies training in developing the identified reading comprehension
skills for the target secondary student.

7
 Chapter One

Significance of the Study

The present study is significant in a number of ways:

1- Identifying the reading comprehension skills necessary for second year

secondary school students.
2- Exploring the appropriate web-based SRL strategies which may improve
students’ reading comprehension skills.
3- Equipping students to use web-based activities to help enhance reading
comprehension skills.
4- Establishing a relationship between web-based learning and using self-
regulated learning strategies in reading comprehension.
5- Investigating the impact of training in web-based SRL strategies on
improving second year secondary school students’ reading comprehension
skills.
6- Enriching the field of study on web-based self-regulated learning strategies
of the secondary stage students.

Delimitations of the study

The present study was delimited to:

1- Second year secondary stage students at Hussein Hammad secondary

school for girls, Dikirnis city, Dakahlia Governorate.

2- Unit 1 to unit 5 from the textbook of the first term of second year
secondary stage students (Hello series), were manipulated on the web.

8
 Chapter One

Hypotheses
This study sought to test the following hypotheses:

1. There is no statistically significant difference between the mean score of

the experimental and control groups in the pre-administration of the
reading comprehension skills test.

2. There is a statistically significant difference between the mean score of

the experimental and control groups in the post-administration of the
reading test in favor of the experimental group.

3. There is a statistically significant difference in the total mean score of

the experimental group in the pre-post administration of the reading test
in favor of the post test.

4. There is no statistically significant difference between the mean score

of the experimental and control groups in the pre-administration of the
SRL questionnaire.

5. There is a statistically significant difference between the mean score of

the experimental and control groups in the post-administration of the
questionnaire favor of the experimental group.

6. There is a statistically significant difference in the total mean score of

the experimental group in the pre-post administration of the
questionnaire in favor of the post administration.

9
 Chapter One

Definition of Terms
The following terms are conceptually and operationally defined
Reading comprehension

Guthrie & Scafiddi (2004) defined reading comprehension as "the

interaction between the text, the reader and the mental state of the reader after
the interaction" (p. 225).

Van den Broek & Espin, (2012) defined reading comprehension as "a
complex interaction among automatic and strategic cognitive processes that
enables the reader to create a mental representation of the text” )p.318).

The researcher defines reading comprehension as the ability to

understand the text, analyze the information and interpret correctly what the
writer is stating.

Self-Regulated Learning
Pintrich (2000) explains self-regulated learning as “an active and
constructive process whereby students set goals for their learning, and then try
to monitor, regulate, and control their cognition, motivation, and behavior
guided and constrained by their goals, and the contextual features in the
environment” )p. 453).

Paris and Paris (2001) pointed out self-regulated learning "emphasizes

autonomy and control by the individual who monitors, directs, and regulates
actions toward goals of information acquisition, expanding expertise and self-
improvement” (p. 89).

The researcher defines self-regulated learning as an active learning in

which students set goals for their learning tasks, monitor their learning
improvement and self-evaluate their learning performance to become more
independent learners.

10
 Chapter One

Web-Based learning
"Web-Based learning is learning that uses the World Wide Web or the
Internet as a means and a method for delivery of learning and instruction”
(Alessi and Trollip, 2001).

Acar and Toy (2013) defined web-based learning as "an interactive

environment providing interaction of students with tutorials on the web and
other elements (drills, simulations, educational games, tests, etc.)" (p.446).

The researcher defines web-based learning as an online learning which

includes online course content, discussion forums via email, videoconferencing,
and live lectures. Students can use all these resources to enrich their learning.

Organization of Remainder of the Study

The present study is divided into five chapters as follows:

Chapter one presents the background of the problem and highlights the research
gap that the current study has tried to fill.

Chapter (2) deals with review of the literature and related Studies.

Chapter (3) discusses the methods and procedures of the study.

Chapter (4) discusses the results reached.

Chapter (5) gives a summary and some recommendations based on the study
results. It also introduces suggestions for further studies.

11
 Chapter 2
Review of Literature and Related
Studies
 Chapter Two

Chapter Two

Review of Literature and Related Studies

Introduction
Chapter two is divided into two parts: part one includes the theoretical
background and review of related studies on reading skill, and part two includes
the theoretical background and review of related studies about computer
assisted language learning (CALL) and self-regulated learning (SRL).

Part One: Reading Process

English instruction demands students’ mastery of the four language skills,
listening, speaking, reading and writing. Reading is respected as a standout
amongst significant skills that a student must procure, essentially in the light of
the fact that one must learn how to read. It is also considered as a receptive skill
which helps students acquire information. So reading affects other skills of
English language. There are many different techniques, methods and strategies
for instructing and teaching reading skills. An investigation, understanding and
intensive information of these procedures is required, keeping in mind the end
goal to improve students’ reading skills.

Cline, Johnstone and King (2006) postulated three unique definitions for
reading. The first stresses the two major skills of reading, i.e., decoding and
giving meaning. The second considers decoding and understanding two
important skills which students use to understand the text through constructive
process. While the third clarifies that reading is a process in which the student
derives the meaning from the text. According to Nunan (2003), through reading
process readers and writers interact via text. This reflects that readers extract
meaning from the text and reconstruct it by combining information existed in
the text and their prior knowledge.

12
 Chapter Two

Grabe and Stoller (2002) outlined two levels of processes. Lower level
and higher level processes. Lower level processes include lexical access,
syntactic parsing, semantic proposition formation and working memory
activation. They added that lower-level processes represent the more automatic
linguistic processes and are typically viewed as more skills orientated. While
the higher level processes consisted of text model of comprehension, situation
model of reader interpretation, background knowledge use and inferencing and
executive control process. Moreover, the higher level processes also
demonstrate comprehension processes that make much more utilization of
students’ background knowledge and inferencing skills.

Brown (2001) agrees that preparing reading time need not to be

accentuated too much as most reading situations allow students to read at their
own rate. Nonetheless, on account of the existence of working memory, the
speed handling is crucial.

Tompkins (2007) represented the process of reading through five stages.

Pre-reading, reading, responding, exploring and applying. First, the pre-reading
stage, in this phase students set purposes, connect to prior knowledge, review
text, make predictions and counsel the index to find information. The goal of
this stage is to build connections and make text more comprehensible. Second,
the reading stage, through the reading stage the learners are relied upon to make
expectations, apply skills and methods, read all text, read for specific
information and take notes.

Third, the responding stage, the students are expected to write in a

reading log and take part in instructional discussions. This stage aims at
encouraging self-regulatory actions that can be used to facilitate reading.
Fourth, the exploring stage, this stage includes more thinking about the content,
making connections with individual experiences and learning new vocabularies
and participating in mini lessons on reading. It allows the readers to personalize

13
 Chapter Two

learning and deepen understanding. Finally, in the applying stage, students are
able to construct projects, use information in thematic units, connect with
related books, reflect on their interpretation and value the reading experience.
Moreover, it helps students integrate learning into their own schema.

To summarize, reading includes different levels of cognitive and meta-

cognitive processes which are interwoven in a complex way. Reading also is
considered as a process of several stages according to Tompkins (2007). Hence,
such processes and stages should be respected while promoting students’
reading comprehension skills. More reading processes will be outlined through
the models of reading in the following sections.

Importance of Reading
Reading in English is turning out to be progressively critical for the
students. They should have the capacity to read English texts fluently, for
scholarly purposes, as well as for other life sides. Reading is a vital skill
because it demands students’ ability to understand text, know the purpose of
reading, evaluate the text and make judgments.

The importance of reading as helping and assisting students to understand

the world, communicating and understanding what is communicated was
stressed by Freire & Slover (1983), and Mellor (1998). Michael (1998) pointed
out the importance of reading on vocabulary acquisition. Moreover, Glencoe
and Hill (2003) illuminated that students’ participation in active reading
practices can assist them to become more involved while reading. The more a
student reads, the more he will improve his vocabulary knowledge. In addition,
Harmer (2007) and Jones (2009) stressed the importance of reading as helping
students develop and improve their spelling and writing skills.

14
 Chapter Two

Hedge (2003) stated that any reading component may incorporate a set of
learning goals such as, reading many texts. This is the long-range goal that most
instructors aim to evolve through autonomous students outside the classroom.
Adjusting reading style according to its purpose (i.e. skimming, scanning).
Improving the conscious of the structure of written texts. Taking a critical
stance to the contents of the texts. Students, in any case, ought to be kept
mindful that not all internet content is rightful since there are no “gate keepers”
and anybody can post whatever he/she enjoys.

According to Droop and Verhoeven (2003), reading has several exercises

that assist students to know about the text. These activities such as: text or
passage main points, selecting a paragraph, determining facts and opinions,
selecting a passage from the text and rewrite it from a different view, predicting
the text last section, paraphrasing and summary and response creatively. Holden
(2004) regarded reading as an important gateway to individual advancement,
and to social, financial and community life. It helps students find out about
people, history, languages, science, mathematics and all other curriculum
subjects.

In addition, Hung and Tzeng (2007) mentioned that reading is meant to

be the fastest and simplest way to promote people’s education level. Reading is
like opening the door of understanding to humans and furthermore it boosts the
advancement to mind cells, fosters language skills, promotes organizational
skills, improves one’s personality and balance and provides quality to tolerate
frustration. Moreover, Lamy and Klarskov (2011) suggested that reading is the
most important skill for students in secondary schools.

15
 Chapter Two

Models of Reading
Exploring the models of reading doubtlessly helps teachers select the
most appropriate and suitable strategies for reading teaching and learning.
Models of reading have been discussed by specialists and language professors
to clarify the cognitive processes that happen in the reader’s mind. These views
are modeled into one process models and further sorted into three types; the
bottom-up, top-down and interactive models.

One classification of models is called process models as indicated by

Urquhart and Weir (1998). The process models likewise alluded to sequential
models of Paran (1996) which involve descriptions of how words are perceived,
to what extent they are kept in working memory, when syntactic processing
begins and so on. The coverage of these models is on how the process occurs
continuously.

The process Models

According to this classification, three types of reading models have been

developed: the bottom-up (Gough, 1972; Rayner and Pollateks, 1989), the top-
down (Goodman, 1975, 1988; Smith, 1971) and the interactive models
(Rumelhart, 1990; Stanovich, 1980). As indicated by Urquhart and Weir (1998)
these models of language text processing view comprehension as either text-
driven or reader-driven. The process models can be illustrated as follows:

1. The Bottom-up Model

Educators such as Gough (1972) mentioned that theories which stress

bottom-up processing focus on how students elicit data and information from
the written text, demanding readers to deal with letters and words in a relatively
complete and systematic way. Aebersold and Field (1997) indicated that when
students read their minds are engaged in various complex processes. They begin
by putting information at the sentence level applying the bottom-up strategies.

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At that point, they concentrate on meaning consistency and grammatical

category. Amid this process students check whether the new information suits
utilizing the bottom-up model or the top-down model.

According to Nunan (1999), the bottom-up theory has looked upon

reading as making the written symbols coordinate with their aural equivalents
and combining these together to construct and form correct words and
understanding and delivering meaning. As indicated by Van Duzer (1999), the
student begins with letters starting from the words until he has concept of the
sentence. Since the bottom-up approach declares sight reading of words, quick
word confession is essential. Paron (1997) viewed the bottom- up model as a
sophisticated process, on the grounds that students need not exclusively to know
the letters of the word to pick up its meaning; additionally, to know all words
meaning in the sentences to perceive the whole meaning of the passage.
Besides, the bottom-up model asserts the vocabulary knowledge.

2. The top-down Model

The later view, represented by top-down and interactive models,

however, suggests that the reader plays an important part in constructing
meaning to the written text. In the top-down models, for example a reader
constantly predicts the meaning of text. The student is perceived as reaching
level of automaticity in recognizing words and sentences and able to predict the
text meaning immediately after this recognition takes place (Goodman, 1975).

According to Carrell et al. (1988), the student is active participant in

producing predictions and information processing by connecting current
experiences with knowledge and new ones. Nunan (1999) expressed that it is
difficult to determine which model to select the top-down or bottom-up one.
Because of that, in the real teaching setting, selecting the top-down model rather
than the bottom-up one in reading training is made in the light of three factors:

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students’ cognitive ability, their language proficiency level and the inefficiency
of such long lasting bottom-up strategies training in the reading class.

Furthermore, Wallace (2001) suggested that the top-down model of

reading stresses the contribution of the reader's background knowledge of the
world and the language systems to extract meaning from the text instead of the
"word - based" bottom-up style of reading process. This means, to put it in
another way, the top-down process of reading is a reader-based model while the
bottom-up process is a text-based one. The limitations of both the bottom-up
and top-down reading models have led to the development of the interactive
model.

3. The Interactive Model

Rumelhart (1980) presented an interactive reading model as an endeavor

to integrate the legitimate side of bottom-up and top-down models. In the
interactive process of reading, the reader backtracks and forwards from bottom-
up processing to top-down to explicate texts productively. According to Eskey
(1988) interactive model includes another important factor, the reader’s
background knowledge. While Rumelhart’s )1990) model depicts readers as
active processors, Stanovich’s )1980) model shows how skilled and unskilled
readers compensate for their weaknesses with processes which they are good at.

Shanker (2009) reported that the reading interactive model was promoted
to depict the reading method as conception and content aspiring, a process by
which students can connect the information in their mind with new information
in the text of reading. The interactive model proposes that a student forms
meaning by the eclectic utilization of information from various sources of
meaning (phonemic, morphemic, syntax, semantics). The reader uses all levels
of processing despite the fact that one source of meaning can be essential.

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To sum up, the process models concentrate on the information presented

in the text but in different views; the bottom up which simply demonstrates how
the students interact with the text from letter to sentence. Another view of
process models is the top down model in which the students should predict the
meaning of text. The last view is the interactive one which combines the bottom
up and top down models. In summary the literature introduced different models
of reading. These models are categorized from simple to difficult into three
processes bottom up, top down and interactive models represent process type.

Theories of Teaching Reading

Realizing how essential reading is for students, teachers can perceive the
considerable significance of promoting their reading ability. To accomplish this,
teachers should develop and enhance their reading lessons by applying the best
strategies, procedures and techniques provided by theories. In the following
parts the researcher tries to depict the various reading theories. There are three
fundamental theories which clarify and explain the nature of reading learning.
First, bottom up processing. Second, the cognitive view. Third, the
metacognitive view. These views are discussed as follows:

1. The Traditional Bottom-up View

According to Dole et al. (1991), from the reading traditional perspective,

novice readers gain some progressively important sub-skills that consecutively
build toward comprehension ability. Having mastered these skills, readers are
perceived to be as experts who comprehend what they read. Nunan (1991)
claimed that reading in this view is fundamentally a process of decoding a series
of written symbols into their aural counterparts in the journey for content
understanding. McCarthy (1999) termed this view 'outside-in' processing,
referring to the idea that meaning included in the printed page and is interpreted
by the student then taken in.

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Reading is a linear process in which students decode and interpret a text

word by word, associating the words into phrases and after that sentences. (Gray
and Rogers, cited in Kucer 1987). As indicated by Samuels and Kamil (1988),
the assurance on behaviorism looked upon reading as a word-recognition
reaction to the stimuli of the written words, where little endeavor was made to
clarify what went ahead inside the mind that allowed the human to make sense
of the printed page. These lower level skills are linked to the visual boost, or
print, and are consequently interested with recognizing and recalling.

2. The Cognitive View (top-down processing)

As indicated by Nunan (1991) and Dubin and Bycina (1991), the

psycholinguistic model of reading and the top-down model are incorrect and
exact congruity. Goodman (1967; cited in Paran, 1996) displayed reading as a
psycholinguistic prediction game, a process in which readers sample the text,
make hypotheses, affirm or dismiss them, put new suppositions, and so forth.
Here, the reader rather than the text is at the heart of the reading process.

These new cognitive and top-down processing methods that changed the
origination of the way or method by which students learn to read (Smith, 1994).
In this view, reading is not quite recently eliciting meaning from a text but
rather a process of linking information in the text with the knowledge the reader
conveys to the act of reading. In this sense, reading is an interchange between
the student and text that consisted of an active cognitive process in which the
reader’s background knowledge plays a vital role in meaning induction )Tierney
and Pearson, 1994).

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Schema Theory

Schema theory was presented by Bartlett during working on deductive

memory (Psybox Ltd, 2002). He rated schema as a part of top-down processing.
Moreover, Bartlett (1977 cited in Landry, 2002) viewed schemas to be
structures of information stored in the long-term memory (Psybox Ltd, 2002).
In addition, Rumelhart (1977 cited in Landry, 2002) has seen schemata as
building pieces of cognition which are applied in the process of comprehending
sensory data, in recalling data from memory, in sorting out aims and sub-goals,
in distributing resources, and in leading the flow of the processing system.

Gunning (1996) perceives schema as the organized information that one

already owns about individual, places, things, and events. Schema theory is
based on the concept that prior knowledge lead to the making of mental
frameworks that assist students to make sense of new experiences. Smith (1994)
claimed that schema is the outspread performances of more general styles or
regularities that existed in our experience.

The types of schema

Researchers have identified several types of schemata, formal schemata,

content schemata and abstract which are related to reading comprehension.
Formal schemata refer to the way that content varies from one another; for
example, a reading text could be a fictional work, a letter to the proofreader, or
a scientific essay, and every kind will have a various structural organization.
Mastering of these genre structures can enhance reading comprehension, as it
gives readers a basis for predicting what a text resembles (Smith 1994).

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 Chapter Two

A content schema indicates the text theme. As Anderson (1994: 469)

explains, “a reader comprehends a message when he is able to bring to mind a
schema that gives account of the objects and events described in it”. The third
type of schema is cultural. Erten and Razi )2009) pointed out that cultural
schemata are upgraded in the context of our basal practices.

3. The Metacognitive View

According to Block (1992), there is currently no more discussion on

whether reading is a bottom-up, language-based process or a top-down,
knowledge-based process. It is also no more doubtful to accept the effect of
previous knowledge on the reading process. Research attempted to define the
control readers execute on their ability to comprehend a text, this control, Block
(1992) named it metacognition.

Klein et al. (1991) expressed that strategic readers should follow some
certain tips while reading such as; determining the reading purpose before
reading, recognizing text type, thinking about the general character and features
of the text type for instance, determining topic sentences and following
supporting details toward a conclusion. Projecting the author's purpose for
writing the text, choosing, scanning, or reading in detail. Making continuous
predictions about what will happen next, based on information obtained earlier,
prior knowledge, and conclusions obtained within the previous stages.

In short, theories of reading gradually developed from traditional bottom

up view in which the student decodes the text and written words trying to link
the words into phrases and sentences, to the cognitive view which demands
students’ active participation while connecting current knowledge with new
ones. Schema also represented the cognitive view. The last view is the
metacognitive one which stresses on what the student is thinking about and
what he is doing while reading. So, the researcher preferred the metacognitive
view to enhance secondary students’ reading comprehension skills.

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Reading Comprehension
Reading without comprehension is just saying words. Comprehension is
looked upon as the desired important end goal of any reading process. Students
read texts to comprehend and understand the information. So, researchers have
defined reading comprehension in different ways.

Grabe and Stoller (2002) perceived reading comprehension to be as a

complex multiple task ability. Reading processes were separated into two
equally complex fundamental types, lower-level and higher-level processes.
Lower level abilities incorporate word recognition and graphophonic, while the
higher level abilities included syntactic, semantic and different procedures.
Pang (2008) mentioned that so as to students to comprehend what is read, they
should be acquainted with text structure and topic, conscious of reading
strategies, and knowing how to apply these strategies in the processing of
material and word recognition.

As indicated by Smith (2004), learning and comprehension are widely

looked upon as an arrangement of skills that reflect learning and comprehension
processes in learners’ minds. However, when analyzing the process of reading
from a psycholinguistic perspective, Smith defines comprehension as ‘‘a state
rather than a set of skills, in which the student associates new information to
what is already known. Comprehension is clarified as the comprehending of
experience, and this state of comprehension is identical to that of learning.
Absence of comprehension according to Smith makes more confusion. To sum
up Comprehension is meant to be the most important goal of any reading
process. When students begin reading they scan the text for specific
information.

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Reading Comprehension levels

According to Brantmeier (2003), the genuine comprehension is not a
particular one, but rather a range of comprehension. Day and Park (2005)
discuss reading comprehension in terms of several various types. They
classified reading comprehension into six unique sorts of comprehension that
can work together in parallel as well as in a linear manner.

Literal comprehension

Applegate, Quinn and Applegate (2002) said that literal comprehension

alludes to an understanding of the basic fundamental meaning of the content to
be specific: facts, vocabulary, dates, times, and locations. Day and Park (2005)
likewise, viewed literal comprehension as understanding the immediate
meaning from the text. This means that any responses to questions from a text
would be unequivocally outlined in the reading. An example of this would be
discovering particular vocabulary items and/or their meanings inside the text.

Reorganization

The second type of comprehension happens when students must explore

different pieces of information from a reading content and reorganize them for
more understanding. Day and Park (2005) stated that reorganization is the strict
comprehension of the content. Along this line, students still apply literal
comprehension, but it is utilized to few zones of text to answer more specific
questions associated to the text.

Inference

Day and Park (2005) pointed out that making inductions incorporates
more than only a strict comprehension. Students did not answer inference
questions in a straightforward and simple way since answers are built on
material that is not unequivocally expressed. An inference permit students
combine their literal comprehension of the text with their own knowledge and

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intuition. Inference obliges learners to go a step outside exacting ability to

grasp, consolidate and utilize their own insight to concoct answers to certainly
expressed data.

Prediction

The fourth comprehension type, prediction, includes students' usage for

their comprehension of the text and their knowledge of the theme and related
matters to determine what might happen next or after a story ends. Pickering
and Garrod (2007) pointed out that language comprehension links making
immediate predictions at different linguistic levels and that these expectations
are generated by the language production structure. New research prescribed
that effortlessness of comprehension predictable components is attempting to
forecast instead of assisting mixing. When good students read, they battle to
make significant meaning from text. This mental action occurs in a glimmer and
falls into place without any issues for good students.

Evaluation

Evaluation requires a learner to have general data of the subject under

examination and understanding of the reading substance to give judgment or
supposition about the content (Day & Park, 2005). Applegate (2002) stated that
evaluation demands the student to offer a total judgment about some elements
of the content. Students should apply and utilize both a literal content
understanding text and their knowledge of the text's topic and related issues.

Personal response

Keene and Zimmermann (1997) assured that the sixth type of

comprehension is close to personal response which obliges students to take
action with their affections for the substance and the subject. The appropriate
responses are not found in the content they begin from the readers, as no
personal responses are incorrect.

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 Chapter Two

Similarly, Day and Park (2005) respected it as an open-ended type of

comprehension used by readers to express their sentiments about the topic. This
categorization of comprehension types is a review of comprehension sorts that
foreign language students need when they read a content with more
comprehension.

Reading Comprehension Skills

The aim of any study concerned in reading skill is to enhance and
improve students’ reading comprehension skills to determine the reading
subskills and identify which of them to enhance more. The researcher reviews
the literature to determine the reading comprehension skills necessary for the
present study sample.

Previous literature introduced several reading comprehension skills that

students of secondary school should have. Lerner (1993) outlines this list of
reading comprehension skills such as: noting the stated facts and the important
details of a selection, grasping the main ideas, following the sequence or steps
in process, drawing inferences and reading conclusion, organizing ideas,
applying what is read to solve problems and verify statements this is done by
linking the information they read in a story to another content to find the answer
and evaluating the material for bias, relevance and consistency. As indicated by
Urquhart and Weir (1998) reading skills are text-oriented and explain the
cognitive abilities that the reader utilizes when interfacing with a content, such
as the ability to see and read linguistic or textual information.

Yasin (2002) and El- Shirbiny (2007) put list of reading Comprehension
skills. The most salient among these skills are: word attack skills such as
recognizing the script, deducing meaning and using grammatical knowledge.
Text attack skills like skimming the text, scanning the text for specific
information and differentiating the main ideas from supporting details. Skills
utilizing information that is not part of the text for instance; understanding

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 Chapter Two

implicitly stated information, using basic reference skills and using graphic
conventions. Finally, evaluation skills such as reading between lines, using
background knowledge to understand new ideas, and identifying and evaluate
the writer's attitudes.

Mikulecky (2008) asserted that reading skills are the cognitive processes
which a student uses in making sense of a content. For fluent readers, most of
the reading skills are employed unconsciously and consequently. Fluent readers
apply these skills consciously and strategically in order to comprehend.
Moreover, she listed a long list of reading comprehension skills. The most
important among these skills are automatic decoding, previewing and
predicting, stating the main idea, recognizing and using pronouns, identifying
the meaning of difficult words from the context, paraphrasing, drawing
conclusions, and summarizing.

So far, many important points related to reading comprehension have

been outlined such as reading comprehension definitions and types of
comprehension. Reading comprehension skills have also been discussed.
Theories of reading have been outlined in such a way to pinpoint the three
dominant models that affect the reading process. In addition, different
taxonomies of reading skills have been discussed and it is clear that the students
should have the basic skills such as recognition of words and decoding which
help them identifying and pronouncing the words correctly in addition to
achieving high the level skills.

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 Chapter Two

Studies Related to Developing Reading Comprehension Skills

Al-Mahdi (2008) conducted a study aimed at developing reading
comprehension skills among Yemeni students in an EFL setting. Results
indicated that the experimental group performed better in their reading
comprehension ability by applying extensive reading strategy than intensive
reading strategy. That is because of using a reading methodology which builds
up students' reading comprehension.

Sleem (2008) researched the impact of providing EFL third year college
students with the reading strategy SQ3R to enhance their reading
comprehension skills. A group of 80 students was randomly chosen, as the
experimental and control groups. Results demonstrated that SQ3R reading
strategy was successful in improving reading comprehension skills and that the
proposed program proved to be effective in enhancing the necessary important
reading comprehension skills among the experimental group.

Bahlool (2013) investigated the effect of utilizing differentiated

instruction strategy on improving ninth graders’ English reading comprehension
skills at Gaza UNRWA Schools. The participants consisted of 70 male students,
(36) in the experimental and (34) in the control. The results data stressed on the
existed significant differences between the mean scores attained by the
experimental group and those by the control group in favor of the experimental
group in all skills.

Chellamani (2013) investigated the effect of metacognitive strategy

application on high school students’ reading comprehension. This investigation
was carried out with 80 students from the middle school, Kalapet, Pondicherry,
India. The results showed that metacognitive strategy use and cognitive control
process has its effect on the reading comprehension of high school students. The
significant correlation between their awareness on metacognitive strategies and
their reading comprehension indicates the developed self-awareness and reading

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comprehension. The results of the treatment proved the possibility development

of regulatory skills among high school students which in turn helped them to
acquire reading comprehension.

The previous studies provided valuable information indicating that

students’ reading comprehension skills can be promoted through new strategies
and techniques. Surely, the focus was on developing reading comprehension
skills in English as a foreign language. This refers to the importance of teaching
and acquiring reading comprehension skills. Those studies related to developing
reading comprehension skills showed that the effective methods of teaching
reading influence students’ reading comprehension skills. This motivated the
researcher to conduct the present study to enhance secondary school students’
reading comprehension skills while reading texts on the web.

Part Two: Computer Assisted Language Learning (CALL)

Applying new technological devices in teaching English and learning as a
foreign language becomes a necessity nowadays on account of the mass
development in all life fields. So, changing the traditional methods with new
ones can assist learners to perform better while reading. CALL has many
different forms such as computer programs, videos and internet.

English is the basic global language in the 21st Century. It is the language
most extremely utilized to communicate by individuals who are not native
speakers of the same language. Subsequently, learning and utilizing English is
of an extraordinary significance these days (Wu & Marek, 2010). Yuan (2007)
regarded CALL as a style of e-learning in which computer technologies are
used in the context of language learning. Language is still educated customarily,
like math or geography in countries where there no English native citizens.
Technology, yet, provides chances for people from other cultures to
communicate with each other. It can be valuable to language learners if
technology is consolidated into the classroom (Chang & Lehman, 2002).

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The Development of CALL

CALL has many phases through its development from the beginning of
its use to its vital interaction in education. CALL development has several
classifications from different views. According to the current study, the
researcher will discuss two of these classifications, which are Warschauer’s
Analysis (1996-2004) and Bax's Analysis (2003).

Warschauer’s Analysis (1996-2004)

This classification can be assorted in terms of three different stages, which have
referred to as behavioristic CALL, communicative CALL, and integrative
CALL (Barson & Debski 1996).

1. Behavioristic CALL (1960s -1970s)

Through this stage, the computer served as an instructor and as a mean

for conveying and passing learning materials to students. Drill and practice
programs were an unmistakable component of this stage. In addition, this phase
was founded on the behaviorist perspective of learning. Applications of this
phase are necessitate repetitive language activities and can be referred to as
"drill and practice" Moreover, a computer is utilized as a tutor, presenting
material and feedback on an individualized basis, permitting students to
advance at their own pace and freeing up class time for other activities.

2. Communicative / Cognitive CALL (1980s -1990s)

In this phase, the computer still utilized as a means for language skills
practice, however in a non-drill setting and with a more degree of student
choice, control and interaction. Several types of CALL programs were
promoted and utilized while the communicative CALL. These programs such as
courseware for paced reading, text reconstruction, and language games. (Healey
& Johnson, 1995b)

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3. Integrative CALL (1990s -present)

This phase included two significant types:

A) Multimedia CALL

Multimedia CALL started to make an influence before the end of

year1980 and was enriched amidst year 1990. The preface of multimedia CALL
implied that English four skills could be integrated in one activity. Multimedia
CALL makes a more legitimate learning environment utilizing various media.
Language skills are easily combined through multimedia. Students have a high
degree of control over their learning through hypermedia.

B) Web-based CALL (Web-Based Learning)

The earliest indication of the internet was in 1970, however, it did not
make a significant influence on CALL until the existence of the World Wide
Web in 1993. The Internet, particularly the Web, brought more advantages,
based on multimedia technology, in addition, providing both asynchronous and
synchronous communication amongst students and teachers. A scope of new
tasks became available, e.g. Web searches, Web concordance, and collaborative
writing.

Web-based learning is considered a better tool to the extent that it

provides a lot of instructional strategies (e.g., text, audio, graphics, synchronous
and asynchronous communication) that can be structured to address students’
needs. Arbaugh (2005) pointed out some clusters of web-based learning features
that may prompt to greater instructional impact including media assortment,
facilitation of Web exploration, learner simplicity, and flexibility of utilization.

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Through web-based learning, content is conveyed using Web portals such

as learning administration frameworks or sites. Utilizing such portals, teachers
can associate with students and vice versa. In any case, because of the rise of
Web 2.0 advances, Web-based courses can now be designed to give learners
more possibilities to devour, as well as to create content that can be shared by
means of the World Wide Web, that route moving from Web-based learning
islands to Web-based learning situations (Ehlers, 2009).

Characteristics of Web-based learning:

According to Alessi and Trollip (2001), web-based learning has some

advantages as it helps students’ motivation, creativity, thinking, reflection, and
active participation in the information building process. Moreover, teachers can
manage the activity of many learners who have simple access to a variety of
learning materials open at school, home, or work. Also learning materials can
be made accessible worldwide. Educators can supplement their own curriculum
with tons of databases and websites. Web-based multi-media is updated by the
developer not by the learner. Goldstein and Ford (2002) and Welsh, Wanberg,
Brown and Simmering (2003) outlined many features of web-based learning.
Consistent world-wide training, which can be conveyed just in time to be
suitable with content requirements of students, reduced data overload, and
training can be refined to address the needs, previous knowledge, and interests
of individual learners.

In brief, the first classification of CALL development is Warschauer’s

analysis in 1996 to 2004. This development is represented in three phases;
Behavioristic CALL in 1960 to 1970 in which the computer is a tutor, it
concentrates on practice and drills. Then, Communicative and cognitive CALL
(1980:1990). Finally, integrative CALL from 1990 up to now which includes
multimedia CALL and Web-based CALL. The following is the second category
of CALL development which is offered by Bax (2003).

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Bax’s analysis (2003)

Bax (2003) presented another review of the history of CALL,

characterizing and describing three approaches to CALL as opposed to the three
phases of CALL postulated by Warschauer (1996), Warschauer & Healey
(1998). (Warschauer 2000). Bax (2003) viewed the history of CALL in terms of
three approaches. The first approach is the restricted CALL which allows
students to refer not only to a supposed underlying theory of learning but also to
the actual software and activity types in use at the time, to the teacher’s role, to
the feedback presented to students. The second is the open CALL which is more
open in terms of the feedback offered to the students, software types and the
role of the teacher. The last one is the integrated CALL.

Types of CALL Programs

Davies, Hewer, Rendall and Walker (2004) identified CALL programs
and materials as the following: CALL specific software such as applications
intended to enhance and facilitate language learning, for example, CD-ROMs,
web-based interactive exercises and quizzes. Generic software such as
applications designed for general purposes, like word processors, presentation
program, and spreadsheet, that can be utilized to support language learning.
Web-based learning applications for example online dictionaries, online
encyclopedias, and magazine sites, e-texts, web-quests, web publishing, blog
and wiki. Computer-mediated communication programs such as synchronous
online chat, asynchronous - email, discussion forum and message board.

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The Importance of Using CALL

Computer programs offer more chances to students for more
communication and encourage them using the language effectively and in
realistic settings (Harless et al., 1999). Chun and Plass (2000) ascribed the
importance of networked environment for learning to its variance from the
ordinary kind of text-based and stand-alone systems.

According to Lee (2000), CALL assists shy or inhibited students to learn

a new language. Usually, these students do not share actively in the class room.
The shy students are free to express their thoughts without feeling confused,
even if they make errors. Therefore, CALL is very helpful for such shy students.
CALL enhances student-centered language learning and goes on with
experiential learning. The teacher is no longer the center, but he just acts as a
facilitator and monitor. The students are free to determine the topic and choose
direction of the discussion. It denotes that the students themselves who are in
dominance and must take charge of their own learning. (Gonglewski, Meloni &
Margaret, 2001).

It is believed that the use of CALL causes positive effects to the foreign
language learners. Most of students and teachers can benefit from CALL
techniques, since they offer students the opportunity to practice additional
learning material at their suitable time without any pressures and with more
freedom. Web can possibly be utilized in an EFL classes and offers students
what is missing from their environment. (Zinovjeva, 2005). According to
Rahimi and Yadollahi (2011), the relationship between language ability and the
use of computer has obtained more concern during the last decade. CALL is
regularly viewed as language teaching and learning approach in which the
computer is utilized as an assistant to the presentation, support and assessment
of material going to be learned.

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Furthermore, Hashemi and Aziznezhad (2011) mentioned that one of the

best features of CALL is that it helps to breed independent learners. Another
legitimacy is that it has another key part in instructing material. Additionally,
Montazeri and Hamidi (2013) stressed the vital role of computers in the area of
language instruction and considered it as an integral part of EFL classrooms.

In conclusion, CALL is a learning approach in which every student uses a

computer to improve his/ her language. CALL not only introduces the students
to technology but also brings positive effects, which increases students’
motivation, encourages student-centered language learning and goes on with
experiential learning, and it helps shy students. Therefore, teachers need to
consider the use of CALL to make language learning interesting.

CALL and Self-regulation

CALL means using computer during English language teaching and
learning. So, teaching through CALL requires more independent learners to
administer and organize their own learning. Applying self-regulated learning
through CALL is more appropriate to encourage and help students achieve their
desired learning tasks.

Self-regulated learning is a kind of learning by which students

accomplish their learning tasks themselves. Regulation of learning (e.g.
orientation, planning, testing, monitoring) is looked upon to be essential both in
teacher and self-regulated learning. Learning has three dimensions; they are
motivation, confidence, and ability (Butler & Lumpe, 2008; Clèment &
Kruidenier, 1985; Hirschfield et al., 2004; Phillips & Lindsay, 2006; Tavani &
Losh, 2003). These dimensions are directly correlated to self-regulation and
effect upon each other. If one dimension increases or decreases, the other two
will follow directly. All these dimensions can be gathered if the students have
cumulative experiences both in and out of the classroom.

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Dettori and Persico (2011) claimed that technologically enhanced

learning environments provide the chance for students to construct their ability
to self-regulate and impact their ability to apply self-regulated learning to get
knowledge. It is noteworthy to consider that environments vary in the extent to
which students are expected to be self-regulated in order to be successful.

In contrast, self-regulation is desired when: (a) the environment is

centered around complex, multi-step tasks in which conceivable solution
strategies and outcomes are not known in advance. So, the learner must plan
and monitor performance, (b) it is easy for students to become distracted, lose
interest or forget the main goals of the task, (c) the task demands the utilization
of strategies such as note-taking to overcome the processing limitations of the
mind, and (d) students are perceived to be engaged in helpful practices like
planning, monitoring and strategy use (Wei Zhao, 2016). Therefore, learning
through computer assisted learning types demands students’ self-regulation of
their learning to acquire knowledge. It is obvious that CALL is a good area
where students’ self-regulation can be developed and enhanced.

CALL Based Reading

Text based reading is considered a traditional method of teaching reading
because learners tend to perform more in reading via new methods. Advances in
technology are constantly opening new doors toward human life, linguistics and
education to keep on renewing themselves. Using these new technological
advances in teaching and learning reading may increase the students’ desire of
reading. Because students prefer learning via new environments.

Chambers and Davies (2001) stated that CALL incorporates highly

interactive and communicative support for the language four skills and
including extensive use of the web. Materials development, pedagogy and
research have developed in intellectual sophistication to the point where the
status of CALL as an academic field of studies requiring special consideration.

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 Chapter Two

Emphasizing the importance of reading. Farhadi, Jafarpour and Birjandi (1994)

stressed reading among other skills as it is a useful easy key to improve control
over the target language. In spite of the progress in our understanding of the
reading process, reading instruction has advanced very little beyond the type of
instruction provided for students through last thirty years. Reading lesson today
resembles the same as it did in the 50’s.

So, changing the style of teaching reading may make students prefer
reading especially through technological environments such as reading on the
web. Exploring the effectiveness of new strategies, the educators have found
that utilizing technology will assist the classroom in the improvement of
reading. Some specialists have stressed on the integration of computer
technology into the reading process may bring about a change in reading theory
and reading practice (Reinking, 1989; Wilkinson, 1983).

According to Soe, Kokiand Chang (2000), students are expected to

benefit from computer applications in reading instruction. Computers are
capable of performing multiple tasks such as organizing, presenting and
selecting multiple sensory components. Kim (2002) outlined several features of
utilizing computer for enhancing reading comprehension such as: streamlining
spontaneous word recognition and vocabulary conquest, providing multimedia
glossing, reinforcing reading strategy training advantages, creating the
opportunity of practice with instant feedback and activating student motivation
toward reading.

So far, many important points related to CALL have been discussed. The
development of CALL has been outlined. Furthermore, types of CALL
programs have been postulated i.e. multimedia CALL and web. CALL and self-
regulation has been clarified as Dettori and Persico (2011) pointed. Web-based
reading also has been outlined which is suitable to train secondary students on
using self-regulated learning strategies while reading.

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 Chapter Two

Studies Related to CALL and Web-Based Learning

This part includes some studies related to CALL and other studies related to
web-based learning in a closer scope.

Ali (2004) studied the influence of, teacher-based instruction (TB) versus
computer-assisted language learning (CALL) on enhancing undergraduate Arab
learners' English reading ability in the three aspects of speed, comprehension
and vocabulary knowledge. Participants are represented in two samples of 100
and 150 students for experiments I & II, respectively. Each sample was divided
into two groups depending on learners' pre-instruction preferences for TB! or
CALL methods. Results revealed that CALL was significantly more effective
than TBI for improving the learners' reading ability in the three aspects
mentioned and targeted.

Fard and Nabifar (2011) investigated the impact of CALL on reading

comprehension in an EFL setting. Forty male learners of English at an
intermediate level of linguistic proficiency after a proficiency test were
randomly chosen as the sample of this study and were assigned into two groups
of experimental and control. Results of T-test supported the significant
difference between experimental and control groups.

Bhatti (2013) conducted a study to explore which of two methods of

teaching reading skills, an instructor-led class vs. CALL helps secondary
students in enhancing the literal, inferential, and evaluative levels of reading
skills. The sample included two groups of ninth grade students. Both groups
received 24 reading lessons either through CALL or through an instructor-led
method. Participants’ reading skills were measured by pre and posttests by a
panel of three examiners. A paired one-tailed t‐ test was utilized to analyze test
scores. Results revealed that CALL was 35% more influential than the
conventional instructor-led class.

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 Chapter Two

Meihami and Varmaghani (2013) investigated the combination effect of

CALL materials in second language reading comprehension classrooms. Two
classes of 60 students represented the study sample each included 30 students.
The comparison between the experimental and the control group pinpoint that
CALL materials develop reading comprehension skill among EFL low
advanced students. It was also concluded that the majority of students have
positive attitude toward CALL. The results suggest that applying CALL
materials both in teaching and learning reading comprehension is significant in
allowing learners to make progress in reading comprehension.

The above review of literature and related studies proved that applying
computers in teaching reading has its positive effects and helps students
enhance their reading skills compared to learning via traditional methods.
Results of the related studies such as Fard & Nabifar (2011), Bhatti (2013) and
Varmaghani and Meihami (2013) showed that CALL was more effective than
other traditional methods on improving reading comprehension skills.

Studies Related to Web-Based Learning and Reading Comprehension

Sakar and Ercetin (2005) explored intermediate level English learners'

preferences for hypermedia annotations while they were engaged in reading a
hypermedia text. The participants were 44 adult students of EFL studying
English for Academic Purposes. Data were collected through a tracking tool, a
reading comprehension test, a questionnaire, and interviews. Results indicated
that learners favored visual annotations significantly more than textual and
audio annotations. Moreover, the qualitative data revealed that the participants
had positive attitudes towards annotations and hypermedia reading in general.

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 Chapter Two

Lück (2008) investigated whether instructively guided web-based reading

can enhance skimming and scanning significantly (i.e., increased productive
outcomes) and whether it can increase student participation and motivation (i.e.,
increased affective outcomes). Forty-six students enrolled in two German 3
classes at the high school level were selected. Qualitative and quantitative
findings showed that students in the experimental group increased their
skimming and scanning performance significantly compared to the students in
the control group. Furthermore, the students in the treatment group were able to
boost their reading skills in such a way that they were able to use it with linear
materials as well.

Munify (2008) conducted a study which explored whether hypermedia

annotation presentation in different locations of the text facilitates EFL
vocabulary acquisition and reading comprehension. Participants were 80
intermediate adult EFL students who read annotated texts and received support
in different conditions of hypermedia annotations. Results indicated that
students who had access to hypermedia annotations outperformed their
colleagues who used traditional glosses listed at the end of the text. There was
also a positive impact for texts with hypermedia annotations existed in the
margin of the text. Likewise, learners preferred and favored hypermedia
explanations presentation in the margin.

Abidin et al (2012) researched the utilization of web-based resources to

motivate students while reading comprehension and finding out students’
responses and perceptions to web-based resources employment when reading
comprehension. The sample consisted of thirty students of fifth year in a rural
primary school. Eight classroom observations were accomplished using
observation forms while fifteen students were chosen from the class for the
interviews. Results demonstrated that students were motivated when exposed to
web-based learning experience.

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 Chapter Two

Ghonsooly and Seyyedrezaie (2014) investigated the language learning

strategies applied by EFL web-based learners and face-to-face learners. The
sample consisted of 200 Iranian EFL university students. 100 students in a
group taking web-based learning and 100 students in the other group taking
face-to-face instruction. Results revealed and evidenced the significant
difference between pre-test and post-test reading comprehension scores of EFL
students who were taught through web-based learning style.

Changing reading learning and teaching environments makes students

respond more with the text especially when they read comprehension texts
through the web. Sakar and Ercetin’s thesis )2005) showed that learners
performed well while they were engaged in reading hypermedia text. Also
Munify’s study (2005) proved the same results. Students were able to foster
their reading skills under guided web-based reading according Lück’s study
results (2008).

Self-Regulated Learning (SRL)

A couple of decades ago, the consideration of research in the field of
language education swung to individual differences among learners (Ehrman,
Leaver, & Oxford, 2003). The context of individualized instruction confirmed
the idea that students should control and regulate their own learning processes.
Thus, self-regulated learning (SRL) has emerged as an important construct in
education and is now seen as a significant aspect of students’ academic
performance and achievement in the classroom (Hofer, Yu, & Pintrich, 1998).

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 Chapter Two

As indicated by Zimmerman (1989), SRL includes the regulation of three

general learning parts. First, behavior self-regulation which involves the active
control of the various resources students have, such as; their time, their study
environment (e.g., the place in which they study) and their employment of
others like peers’ assistance. Second, self-regulation of motivation which
includes controlling and changing motivational ideas such as goal orientation so
that students can adapt to the demands of the course. Finally, self-regulation of
cognition which involves the control of various learning cognitive strategies.

Self-regulation of learning, which is a process by which learners point

and organize their efforts, thoughts and feelings in order to achieve their desired
learning goals (Zimmerman, 2000), is also considered as a goal by language
teachers (Healey, 2002). Relatively, the outcomes of the language research on
the motivating effect of technology demonstrated that learners become self-
directive and very active in technology-supported environments (Gale, 1991;
Watts & Lloyd, 2001).

Phases of self-regulation
SRL is considered as a process, thus Zimmerman (1998) identified three
phases of self-regulation, forethought: volitional or performance control, and
self-reflection. When the students participate in a task, they begin in the
forethought phase. It is the first stage that personifies processes impacting
beliefs and efforts to learn and regulate the stage for learning. Goal setting and
strategic planning are two processes that are utilized in this phase. Goals can be
set and adjusted in accordance to the learning objectives of the lesson to be
covered. Using the goals, students can set up a strategic plan to ensure their
completion of activities or projects. After the task has been specified and
identified in the forethought phase, students proceed to the volitional or
performance control phase.

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 Chapter Two

The performance control stage processes take place during efforts of

learning and affect concentration and performance. These processes include
attention focusing, self-instruction or verbalization and self-monitoring. During
the learning environment, the learner must take it upon his or herself to make
decisions which may lead them to achieve the goal. One of these decisions is to
minimize the distractions that may present themselves and impede the learning
process. Theorists of volitional control (e. g., Kuhl, 1985; Heckhausen, 1991;
Corno, 1993) emphasize the need for students to protect themselves from
confusions and from competing intensions.

Self-instruction is the students’ method of monitoring themselves while

being engaged in a learning task. Guided self-instruction could serve as a means
of concentrating attention, establishing sequential steps or praising oneself to
enhance motivation to continue learning. Vygotsky (1978) mentioned that
bringing behavior under verbal control vastly increases human’s power to plan,
by drawing on prior experiences and anticipating new situations. Self-
monitoring is the process which students use to gather information on the
progress toward their goal attainment. Self-monitoring changes the focus from
the skill to the environment where the skill is being utilized. The variety and
changes in and between domains and contexts makes the self-monitoring
process difficult but necessary.

Self-reflection is the third self-regulatory phase. It includes processes that

occur after student efforts have been exercised. Self-reflection involves the
following actions: self-evaluation, attributions, self-reactions, and adaptively.
Self-evaluation is the comparison of information attained from self-monitoring
to some standards whether set by the teachers or the students. Immediately
following the comparison of these two pieces of information, attributions are
made in response to the results. Self-regulated learners tend to attribute failure
to correctable causes and success to personal competence.

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 Chapter Two

Zimmerman and Kitsantas (1997) found that personal attribution of

success and failure to strategy use are directly related to positive self-reactions,
but the attributions of these outcomes to ability are related to negative self-
reactions. Attribution processes are critical in the self-reflection phase of
learning because the results of the information attained when comparing self-
monitoring information to self-evaluative information is what effects the
motivation of learners to continue the learning process and attainment of the
desired goal.

Self –Regulated Learning Principles

Ma Ping (2012) suggested some principles in view of the social cognitive
learning theory. The next are the principles related to some components of SRL
processes (i.e., goal setting, strategic planning, self-monitoring, self-evaluation,)
to guide the design of the strategy instruction.

First, combining SRL processes with the learning content. Self-regulatory

development is domain specific (Schunk & Zimmerman, 1997). Therefore, the
cycle of SRL processes should be coordinated with subject content. Second,
provision of explicit instruction on task-based learning strategies. Learners
should acquire many different strategies which they can utilize to command and
handle a learning task so that they can choose suitable strategies that they
believe are effective in performing a task (Paris & Paris, 2001).

Third, deliberate effort on enhancing and promoting learners’

metacognitive awareness in planning, monitoring and evaluation of strategy use.
Metacognitive awareness and metacognitive strategy use refer to the notion that
strategies should be planned, monitored, self-evaluated and self-controlled
(Pintrich, 2002). The cycle of SRL processes (i.e., goal setting and planning,
self-monitoring, self-evaluation and self-reflection) can be applied as a
structural framework for applying language learning strategies in order to
improve students’ metacognitive conscious and strategy use.

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 Chapter Two

Additionally, Schunk and Ertmer (2005) postulated more SRL principles

such as; modelling of strategy uses through think aloud method which has been
a primary means to convey self-regulatory strategies and encourage learners to
self-construct strategies. Provision of guided practice for students to apply
cognitive and metacognitive strategies. As in learning other skills, students need
to practise self-regulatory strategies continuously to internalize strategy use and
finally automatizing the strategy use in their learning. Adequate opportunities
for independent practice. It is essential to provide learners with opportunities to
use strategies independently for enhancing their confidence. Continuous
feedback and scaffolding while students learn. It is crucial to provide
scaffolding and continuous feedback on strategy use and performance.

Self-Regulated Learning Strategies

Determining the suitable self-regulated learning strategies is considered a
vital side of applying SRL in teaching and learning English specially while
reading comprehension. These strategies should range from very simple
methods to more complex approaches such as synthesizing knowledge or
drawing conceptual schemes. In light of a blend of normally utilized
categorizations and taxonomies (e.g. Boekaerts, 1997; Mayer, 2008; Pressley,
2002) the following are three fundamental categories of strategies:

Cognitive Strategies

Cognitive strategies are on a lower level than the metacognitive ones. The
utilization of cognitive strategies is domain- and sometimes-even task-specific.
There are three important kinds of cognitive strategies: first, elaboration
strategies, by which connections are set up between new material and what is an
already known or restating important ideas in one’s own words. Second,
rehearsal strategies, which help store data in the memory by rehearsing the
material, and third, organization strategies to imagine the material to facilitate
learning (Mayer, 2008).

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 Chapter Two

Metacognitive strategies

Metacognitive strategies are used as a part of the different stages of the

learning procedure as represented by Zimmerman (2002). There are self-
regulatory thought processes beyond cognition, termed “metacognition.”
Metacognition refers to strategies students use to plan, monitor, and regulate the
cognitive strategies (Pintrich et al., 1991). Pintrich (2002) said that
metacognitive awareness and metacognitive strategy use refer to the notion that
strategies should be planned, monitored, self-evaluated and self-controlled.

Examples of metacognitive strategies are specified as follows:

Goal-setting and planning

Research indicates that planning and goal setting are integral processes,
as planning can help students establish well thought out goals and strategies to
be successful. Planning occurs in three stages: setting a goal for a learning task,
establishing strategies for achieving the goal, and determining how much time
and resources will be needed to achieve the goal (Schunk, 2001). Planning
includes goal setting for oneself and analyzing tasks to facilitate rehearsal,
elaboration, or organization of material. These strategies help to activate, or
prime, relevant aspects of prior knowledge that makes organizing and
comprehending the material easier (Higgins, 2000).

Self-Monitoring

Zimmerman, Bonner, and Kovach (1996) described a self-monitoring

procedure where students might record information such as date, assignment,
time started, time spent, and information about the study context. They can also
monitor their self-efficacy by reporting how well the student expects to score on
an upcoming quiz and their confidence in obtaining that score.

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 Chapter Two

In order for learners to self-monitor their progress, they must set their
own learning goals, plan ahead, motivate themselves independently to achieve
their goals, pay their attention to the desired task and learning strategies
utilization to facilitate their understanding. Teachers can encourage and enhance
students’ self-monitoring by giving them the opportunity to keep a record of the
number of times they worked on specific learning tasks, the strategies they
applied, and the amount of time they spent working. This practice allows
students to visualize their progress and make changes as needed (Zimmerman,
2004). To become strategic learners, students need to assume ownership for
their learning and achievement outcomes (Kistner et al., 2010).

Self-Evaluation

Schraw and Moshman (1995) viewed self-evaluation as a practice which

gives students the chance to evaluate their learning strategies and make
adjustments for similar tasks in future. Students are more likely to be self-
regulated learners when they are able to evaluate and assess their own learning
independently of teacher-issued summative assessments (Winne & Hadwin,
1998). Teachers can reinforce self-evaluation in the classroom by helping
students monitor their learning goals and strategy use and make changes to
those goals and strategies based upon learning outcomes (Zimmerman, 2004).

Regulation

Finally, self-regulating students adjust their cognition and continually

make modifications to enhance their learning. Regulating activities are intended
to promote performance by helping learners in checking and correcting their
behavior as they proceed on a task. (Higgins, 2000).

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 Chapter Two

Management Strategies

Management strategies concentrate on the learning environment and are

used to create the optimal learning conditions. They can be aimed at the learner
management of the environment in which the learning occurs, strategies that
assist one persist in case of difficulties and at others help-seeking.

Example of management Strategies is specified as follows:

Help-Seeking

As indicated by Ryan et al., (2001) what sets self-regulated learners apart

from their peers is that these students not only seek advice from others, but they
do so with the goal of making themselves more independent. Moreover, Bulter
(1998) clarified that self-regulated learners do not try to fulfill every task on
their own, but rather repeatedly ask assistance from others when necessary.

Furthermore, Pintrich and De Groot (1990) pointed out that teachers can
develop positive help seeking practices by providing students with on-going
progress feedback that can easily allow students opportunities to resubmit
assignments after making suitable changes. Such actions include strategies used
by students to organize their time, manage their study environment, regulate
their effort, learn from their peers and reward themselves of available sources of
assistance. Self-regulating students schedule study time and utilize it efficiently.

In the above sections, the researcher attempted to review the literature on

some important points which are related to self-regulated learning such as its
definitions i.e. Zimmerman and Schunk (2001) whom considered SRL refers to
students’ self-awareness of thoughts, feelings and actions. Also aspects of self-
regulation according to Zimmerman (1989) have been outlined. In addition to
some principles which Ma Ping (2012) suggested for applying self-regulated
learning. Finally, different categories of self-regulated learning strategies have
been discussed i.e. cognitive, metacognitive and management ones.

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 Chapter Two

Studies Related to Reading Comprehension and Self-Regulation

Al Asmari and Ismail (2012) investigated the use of self-regulated
learning strategies as predictors of reading comprehension. Participants were
248 EFL university students: 112 males and 136 females. Results revealed some
differences between students across their different academic levels in self-
regulated learning strategies. Also, there were differences between students
across different academic levels, in the reading comprehension test.
Additionally, the multiple regression results reported that some of the self-
regulated learning strategies were predictors of reading comprehension.

Yigzaw and Fentie (2013) examined whether or not motivational beliefs

and self-regulated learning strategies are significant predictors of high school
students' reading performance. The sample consisted of 107 grade 9 students at
Bahir Dar. They utilized some cognitive and metacognitive strategies in
addition to some motivational beliefs. Final results showed that only students'
cognitive strategies such as rehearsal, elaboration, organization and critical
thinking were significant predictors of high school students’ reading
comprehension performance.

Aregu (2013) examined the effects of using self-regulated learning

strategies on critical reading performance among second year distance
education students taking critical reading course. In this study, 140 participants
presented the study sample. Results showed that 52% of the variances in critical
reading are accounted for by the group effects of the self-regulated learning
strategies entered in the regression equation. Among these, applying of
behavioral self-regulated learning strategies have positive and significant
influences on critical reading performance. The results suggest that concern
should be paid to the uses of self-regulated learning strategies.

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 Chapter Two

Maftoon and Tasnimi (2014) investigated the impact of self-regulation on

EFL students’ reading comprehension. To achieve this study purpose, 149
Iranian EFL language learners studying at Islamic Azad Universities of Qazvin
and Tehran were chosen from a total number of 200 according to their
performance on TOEFL PBT test and put into two experimental and control
groups. The results showed that self-regulation has a significant effect on
improving reading comprehension of Iranian EFL learners.

Chen, Wang and Chen (2014) proposed a self-regulated learning tool

consolidated with a digital reading annotation system (DRAS) to enhance Grade
7 students to generate rich and high-quality annotations for improving reading
performance. Compared with the control group learners, experimental group
findings affirmed that the reading comprehension and reading annotation
abilities of the experimental learners were significantly enhanced. Results also
confirm that gender differences in reading comprehension and annotation ability
existed when applying the suggested DRAS to read texts online. Experimental
results also show significant differences existed in the reading comprehension
and annotation abilities of learners with good and poor SRL abilities in the
experimental group. Additionally, the reading annotation ability of learners in
the experimental group was significantly related with reading comprehension.

Wagner, et al. (2014) aimed at developing an intervention program and

evaluating its contribution to students’ self-regulated learning (SRL) and text
analysis skills. Participants were 274 lower secondary students examined in a
pretest-training-posttest design. Based on two different training styles, a
distinction was made between four groups: student training, teacher training,
combination of student and teacher training, and control group. Basically more
transfer was revealed in all training conditions as compared to the control
group. Particularly, the single student training group showed the highest
learning gains for all variables.

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 Chapter Two

Commentary
It can be noted from the previously reviewed literature and related studies
that web-based self-regulated learning strategies can represent a basis for
assisting foreign language students to improve their reading comprehension
skills and handle the reading difficulties they encounter every day inside and
outside the classroom. Students will be trained to use cognitive, metacognitive,
motivational and management strategies while reading comprehension on the
web. The major purpose of using these strategies is to provide students more
chances to be more self-regulated readers. In this study, teachers use web-based
self-regulated learning strategies as an alternative method for the students in
teaching reading comprehension skills.

The studies introduced in this section provided information about the use
and the impact of SRL strategies on improving secondary school students’
reading comprehension. Al Asmari and Ismail (2012) noted that some of SRL
strategies were predicators of reading comprehension. Moreover, Yigzaw and
Fentie )2013) reported that students’ cognitive SRL strategies such as rehearsal,
elaboration an organization were significant predicators of high school students’
reading performance. Also Maftoon and Tasnimi (2014) reported that SRL has
an important and significant effect on EFL students’ reading comprehension
skills.

Moreover, Chen et al (2014) noted that applying SRL improve high

school students’ reading performance. Wanger et al. )2014) revealed that
students who were trained to use SRL strategies showed the highest learning
gains through text analysis skills. Results of the previous mentioned studies
reflected the positive impact of students’ use of SRL strategies on improving
their reading comprehension skills. This is because these SRL strategies provide
learners with opportunities to be more independent and active participants in
their learning.

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 Chapter Two

The differences in the previous studies results could be due to the

difference of educational context in which these studies were done or due to
cultural differences, educational system, school level, experimental design,
instrument used or sample size. The researcher has benefitted from the review
of literature in the design of the study, investigated a number of questions, and
the hypotheses of the study. Also, the instruments and the procedures of the
study were derived from studies reviewed in this chapter. Due to the importance
of web-based self-regulated learning strategies in improving the reading
comprehension skills, the present study attempts to discover how secondary
school students in Dikirnis have benefitted from using some we-based self-
regulated learning strategies in improving their reading comprehension skills.

Conclusion
This chapter reviewed the literature about reading comprehension, web-
based learning and self-regulated learning. Furthermore, it outlined some
studies related to developing reading comprehension, some studies related
CALL and self-regulation, studies related to web-based learning and reading
comprehension and studies related to self-regulated learning and reading
comprehension. The next chapter, (Ch.3), describes the adopted research
methods and procedures followed by the researcher in the present study.

52
 Chapter 3
Research Method
 Chapter Three

Chapter Three
Research Method
In this chapter, the researcher provided a description of the participants of
the study, design of the study, the instruments of the study, the description of
the program and the procedures of the study.

Design
This research adopts the quasi-experimental pre-post test control group
design that aimed to investigate the impact of training in web-based self-
regulated learning strategies on improving second year secondary school
students’ reading comprehension skills. Two secondary 2nd year intact classes
were randomly selected from Hussein Hammad School for girls in Dikirnis city.
One class (N=30) served as the experimental group and received the web-based
self-regulated learning strategies training. The other class (N=30) served as the
control group and received only traditional teaching. The treatment was carried
out for six weeks during the first semester of academic year 2015/2016.
Participants
The participants of the study consisted of two second year classes from
Hussein Hammad Secondary School for girls in Dikirnis city. The study
included sixty students divided into two intact groups one class of thirty
students included the experimental group. The other class of thirty students
served as the control group. Homogeneity of both groups were established in
that they have the same English level and socio economic status in the sense
that they came from almost the same surroundings as well as their ages ranged
from 16-17 years old. This was done to make sure that any future development
in students’ reading skills could be attributed to the treatment and not to any
other extraneous variables.

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 Chapter Three

Instruments
For conducting the present study, the following instruments were used.

 A checklist was prepared by the researcher to determine the most

important reading comprehension skills needed at the second year
secondary stage (Appendix II, p. 120).
 A pre/post reading comprehension skills test to measure students’
reading comprehension skills. (Appendix III, p. 122).

3. A checklist of some self-regulated learning strategies was prepared by

the researcher to determine the most suitable self-regulated learning
strategies for the sample of the study. (Appendix IV, p. 133).

4. A Pre/post self-regulated learning strategies questionnaire to assess

second year secondary school students’ use of self-regulated learning
strategies while reading comprehension passages on the web. (Appendix
V, p. 135).

Description of the Instruments

1. The reading checklist

A list of reading comprehension sub skills was presented in the form of a

checklist to EFL professors for determining the most important reading
comprehension skills needed for EFL second year secondary stage students to
be included in the program. (Appendix II, p. 120).
 The pre/post Reading Comprehension Skills Test (RCST)

Aim of the Test

The researcher designed a pre/post RCST to evaluate and measure the
EFL students’ reading skills. It was administered at the beginning of the first
semester of the academic year 2015/2016.

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 Chapter Three

Description of the Test

The RCST comprised two comprehension passages, each passage has ten
multiple choice items. Reading comprehension passages included in the test
were based on prescribed course textbook Hello 7. The test consisted of twenty
multiple choice items each item has four alternatives (a, b, c or d). The twenty
questions intended to measure ten reading comprehension subskills. (Appendix
III, p. 122).

The reading comprehension pre-posttest was administered to the

experimental group before and after the web-based self-regulated learning
strategies training in order to find out the impact of the training sessions. The
researcher gave each question a separate mark matching a separate reading sub
skill, then these separate marks were combined to give the total score of the test.

Test Validity
1- Content Validity

To measure the RCST validity, it was presented to ten jury members

specialized in Teaching English as a Foreign Language (TEFL) in order to
determine suitability of the reading passages of the test to students’ level,
suitability of items representativeness of test objectives, appropriateness of test
questions and the reading subskills it measured, and language apporpriacy for
students’ level. Items agreed upon by eight out of ten members were retained.
Responses to test items indicated a good level of jury validity for the test items.
(Appendix III, p. 122).

2- Construct Validity Indicator:

Pearson correlation coefficient was calculated for the RCST after it was
administered to a random sample of 30 students of EFL second year
secondary stage through the following:

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 Chapter Three

Pearson correlation coefficient for each question score and the total
score of the skill it measured.

Pearson correlation coefficient was calculated for each question mark and the
total score of the skill it measured. The results are shown in table (2).

Table 2: Correlation coefficient for test questions as well as the total score of each
skill

N of Pearson N of Pearson
Skills Skills
Items Correlation Items Correlation
Distinguishing the 1 0.700** 7 0.782**
Identifying
main idea from
11 0.715** writer's attitudes 19 0.740**
supporting details.
Recalling facts and 2 0.741** Inferring 8 0.756**
details 3 0.598** sequences 20 0.701**
Inferring cause and 4 0.734** Drawing 17 0.748**
effect relationships 13 0.799** conclusions 18 0.784**
Reading for specific 5 0.746** Identifying the 9 0.729**
information ** topic sentence
15 0.688 12 0.764**
Identifying word 6 0.751** Identifying parts 10 0.783**
meaning 14 0.739** of speech. 16 0.798**
**. Correlation is significant at the 0.01

Results in table (2) indicate that all correlation coefficient values are
positive and statistically significant at 0.01 level. Correlation coefficient values
for each question and the total score of the skill it measured ranged from (0.598)
to (0.799). These values indicate that there is a high and significant relationship
between each question score and the total score of the skill it measured.

Pearson correlation coefficient for each question score and the total
score of the test.

Pearson correlation coefficient was calculated for each question score and the
total score of the test. The results are shown in table (3).

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 Chapter Three

Table 3: Correlation coefficient for test questions as well as the total score of
RCST

Skills Pearson Correlation

Distinguishing the main idea from supporting details. 0.573**
Recalling facts and details 0.453**
Inferring cause and effect relationships 0.602**
Reading for specific information 0.455**
Identifying word meaning from the text 0.543**
Identifying the writer's attitudes 0.593**
Inferring sequences 0.554**
Drawing conclusions 0.553**
Identifying the topic sentence of a paragraph 0.450**
Identifying parts of speech. 0.615**
**. Correlation is significant at the 0.01

Results in table (3) indicate that all correlation coefficient values are
positive and statistically significant at 0.01 level. Correlation coefficient values
for each question as well as the total score of RCST ranged from (0.450) to
(0.615). These values indicate that there is a high and significant relationship
between each question score and the total score of the test.

Item facility difficulty, and discrimination

Coefficient for the RCST items facility, difficulty, discrimination was
calculated where facility coefficient should not be less than or equal (0.2),
difficulty coefficient should not be more than or equal (0.8) and discrimination
coefficient should not be less than (0.3). The results are shown in table (4).

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Table 4: Facility, Difficulty and Discrimination Coefficient for Test items

Discrimination
Question Facility Coefficient Difficulty Coefficient
Coefficient
Q1 0.35 0.65 0.48
Q2 0.35 0.65 0.48
Q3 0.30 0.70 0.45
Q4 0.43 0.57 0.5
Q5 0.42 0.58 0.49
Q6 0.29 0.71 0.45
Q7 0.36 0.64 0.48
Q8 0.33 0.67 0.47
Q9 0.30 0.70 0.45
Q 10 0.41 0.59 0.49
Q 11 0.30 0.70 0.45
Q 12 0.41 0.59 0.49
Q 13 0.28 0.72 0.46
Q 14 0.42 0.58 0.49
Q 15 0.38 0.62 0.48
Q 16 0.43 0.57 0.5
Q 17 0.25 0.75 0.43
Q 18 0.35 0.65 0.48
Q 19 0.41 0.59 0.49
Q 20 0.35 0.65 0.48

Results in table (4) reveal that facility coefficient of test items ranged
from (0.25) to (0.43) and all are greater than (0.2), difficulty coefficient values
ranged from (0.57) to (0.75) and all are less than (0.8) while the discrimination
coefficient values ranged from (0.45) to (0.50) and all are greater than (0.3).

Results above suggested that the RCST has good levels of facility, difficulty
and discrimination coefficients that made it suitable for the administration.

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Test Reliability
The reliability of the test was measured by administering the test to a sample of
30 students of EFL second year secondary stage at Hussein Hammad secondary
School. In order to establish reliability for the RCST the researcher used the
following methods:
• Cronbach’s Alpha Coefficient Reliability
• Split-half Test Reliability

Cronbach’s Alpha Coefficient Reliability

Table )5) below reports Cronbach’s Alpha reliability values for the RCST.

Table 5: Reliability coefficient of the RCST using Cronbach’s Alpha

Cronbach's
Skills N of Items
Alpha
Distinguishing the main idea from supporting details. 2 0.600

Recalling facts and details 2 0.607

Inferring cause and effect relationships 2 0.601

Reading for specific information 2 0.660

Identifying word meaning from the text 2 0.696

Identifying the writer's attitudes 2 0.672

Inferring sequences 2 0.619

Drawing conclusions 2 0.696

Identifying the topic sentence 2 0.607

Identifying parts of speech. 2 0.699

Total 20 0.725

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 Chapter Three

Table )5) indicates that all values of Cronbach’s Alpha ranged from
(0.600) to (0.699) and Cronbach’s Alpha value of the total test reached )0.725)

which all are greater than >.05. The table values also noted that the significance
level is greater than >.05. It is concluded, therefore, that all Cronbach’s Alpha
are significant and consequently accepted. These are high reliability values and
statistically accepted which means that the RCST is considerably reliable.

(According to Abo Hattab and Sadek (1980), Cronbach’s Alpha reliability should not be less
than <.05 in order to indicate significance.)

Split-Half Reliability for the RCST

To calculate RCST reliability, the researcher used Spearman-Brown method. It

is possible to predict the reliability of any test if the split-half reliability
coefficient is known.
2r1
r
1 r
2

Split-half reliability coefficient: r1

2

Coefficient reliability for the whole test: r

Calculating the correlation coefficient between the even items and the
odd items of the test, the correlation coefficient was (0.570). Using Spearman-
Brown formula, the reliability coefficient of the test as a whole was (0.726).
These values are all greater than >.05 which demonstrate that the instrument
(RCST) has a good reliability and indicate also that the instrument as a whole
has high reliability and validity.

The results above reported that the RCST had high levels of validity,
reliability, facility, difficulty and discrimination coefficients that made it
suitable for administration to the study sample.

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3. Self-Regulated Learning Strategies Checklist

A checklist of some self-regulated learning strategies was prepared by the

researcher and presented to EFL professors for determining the most suitable
self-regulated learning strategies for the sample of the study. (Appendix IV, p.
133).

4. The pre/post Self-Regulated Learning Strategies Questionnaire

(SRLSQ)

Aim of the Questionnaire

The researcher designed a pre/post SRLSQ to determine which self-

regulated learning strategies are used by second year female secondary students
while reading comprehension online. In addition, determining which strategies
that students need to be trained in.

Description of the Questionnaire

A twenty-five item questionnaire was developed by the researcher based

on such researchers as Pintrich and De Groot;1990, Wang and Li; 2007,
Barnard, Paton & Lai;2009 and Ismail and Amrendra, 2012. The SRLSQ
intended to measure the students’ use of strategies of goal setting )items 1-2),
elaboration (items 3-5), rehearsal (items 6-7), organization (items 8-9), self-
monitoring (items 10-15), self-reward (item 16), help-seeking (items17-18),
time management (items 19-20) and self-evaluation (items 21-25). (Appendix
V, p.135).

Scoring the SRLSQ

Participants responded to the questionnaire items according to a five-

point Likert scale, where: 5= strongly agree; 4= agree; 3= undecided; 2=
disagree; 1= strongly dis agree. (Appendix V, p.135).

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 Chapter Three

In order to avoid the effect of language difficulties or possible

misunderstanding by the students, the SRLSQ was translated into Arabic and
validated before administration. (Appendix VI, p.138).

Validity for SRLSQ

1- Content Validity

To check the questionnaire validity, it was presented to ten professors of

Curriculum and EFL Instruction in order to determine suitability of
questionnaire items for its objectives, suitability of questionnaire language and
suitability of items and language of the study sample.

Questionnaire items were approved by eight out of ten jury members

which make the percentage eighty percent (80%) (Appendix IV, p.133) shows
the jury response to the questionnaire content and reveals that the jury
agreement on all of the SRLSQ was 80% or more. This indicates the high level
of jury validity for the questionnaire items.

2-Construct Validity Indicator

Pearson correlation coefficient was calculated for the SRLSQ after it was
administered to a random sample of thirty students from Hussein Hammad
secondary school as follows:

• Pearson correlation coefficient for each item as well as total mark of the
strategy it belonged to.
Pearson correlation coefficient was calculated for each item and the total
score of the strategy it belonged to. Results are shown in table (6).

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 Chapter Three

Table 6: Correlation coefficient for SRLSQ items as well as the total score of the
strategy
N of Pearson N of Pearson
Strategy Strategy
Items Correlation Items Correlation

1 0.829** 16 0.823**
Goal setting Help Seeking
2 0.833** 17 0.830**
3 0.855** 19 0.883**
Time
Elaboration 4 0.811**
Management 20 0.878**
5 0.811**
6 0.787**
Rehearsal 21 0.727**
7 0.718**
8 0.789**
Organization 22 0.739**
9 0.857**
10 0.812**
Self-Evaluation 23 0.702**
11 0.773**
12 0.791**
Self-Monitoring 24 0.765**
13 0.811**
14 0.735**
25 0.679**
15 0.689**
**. Correlation is significant at the 0.01

Results in table (6) report that all correlation coefficient values are
positive and statistically significant at 0.01 level. Correlation coefficient values
for each item and the total score of its scale ranged from (0.679) to (0.883).
These values indicate that there is a high and significant relationship between
each item score and the total score of the strategy it belonged to.

• Pearson correlation coefficient for each strategy and total score of SRLSQ

Pearson correlation coefficient was calculated for each strategy and the total
score of the questionnaire. Results are shown in table (7).

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 Chapter Three

Table 7: Correlations coefficient for SRLSQ strategies as well as the total score
of SRLSQ
Strategies Pearson Correlation

Goal setting 0.770**

Elaboration 0.864**
Rehearsal 0.798**
Organization 0.742**
Self-Monitoring 0.939**
Self-Reward 0.650**
Help Seeking 0.674**
Time Management 0.779**
Self-Evaluation 0.838**
**. Correlation is significant at the 0.01

Results in table (7) reveal that all correlation coefficient values are
positive and statistically significant at 0.01 level. Correlation coefficient values
of each strategy and the total score of the questionnaire ranged from (0.650) to
(0.939). These values reveal the high, significant and near-complete relationship
between each strategy score and the total score of the questionnaire.

Reliability for SRLSQ

In order to establish the reliability for the Arabic version of the SRLSQ, the
researcher used the following methods:

• Cronbach’s Alpha Coefficient Reliability

• Split-half Test Reliability

Cronbach’s Alpha Coefficient Reliability

Table )8) below reports Cronbach’s Alpha reliability values for the SRLSQ
strategies as well the total instrument.

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 Chapter Three

Table 8: Reliability coefficient of Questionnaire Strategies using Cronbach’s

Alpha
Strategies No of Items Cronbach's Alpha

Goal setting 2 0.652

Elaboration 3 0.765
Rehearsal 2 0.636
Organization 2 0.623
Self-Monitoring 6 0.860
Help Seeking 2 0.636
Time Management 2 0.710
Self-Evaluation 5 0.770
Total 25 0.944

Table )8) illustrates that all values of Cronbach’s Alpha ranged from
(0.623) to (0.860) and the total questionnaire Cronbach’s Alpha value reached

(0.944) which was greater than >0.05. This means that the SRLSQ is
considerably reliable.

)Cronbach’s Alpha reliability should not be <0.05 in order to indicate significance.)

Split-Half Reliability for the SRLSQ

Reliability of the questionnaire was calculated using the split-half

method. The researcher used the Spearman-Brown for correlation. After
calculated the correlation coefficient between the even items and odd items of
the questionnaire, the correlation coefficient was (0.847). Using Spearman-
Brown formula, the reliability coefficient of the total questionnaire was (0.917).
These values are all greater than 0.05 which means that the instrument
(SRLSQ) has a high reliability. Also the previous values indicate that the total
instrument has good reliability and validity which enable the researcher to use it
in the present study.

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 Chapter Three

Description of the Study Treatment

The experimental group was trained on using some self-regulated
learning strategies while reading comprehension passages on the web. The
sequence of the instruction in this program is a five phase recursive cycle for
introducing, teaching, practicing, evaluating and applying SRL strategies while
reading online. (Appendix VIII, p.141). Applying strategies to learning tasks
was gradually faded so that students can begin to assume greater responsibility
in selecting and applying suitable self-regulated learning strategies by following
these training models steps:

1- Planning and preparation

The purpose of this phase was to help students identify the self-regulated
learning strategies they are already using while reading comprehension to
develop their reading skills. Also determining which self-regulated learning
strategies they need to apply while reading online. Reading comprehension
process requires students’ awareness of using suitable strategies to improve
their reading skills.

2- Presentation

This phase is related to modeling and introducing self-regulated learning

strategies. The teacher talks about the characteristics, usefulness, and
applicants of self-regulated learning strategies explicitly and through
examples to make students understand.

3- Practice

In this phase, students have the opportunity of practicing and applying some
self-regulated learning strategies while reading comprehension online.

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 Chapter Three

4- Evaluation.

The main purpose of this phase was to provide students with more
opportunities to evaluate their own success while using self-regulated
learning strategies, thus developing their reading comprehension skills and
become more independent readers.
5- Expansion
In this final phase, students were encouraged to use strategies that they found
most effective, apply these strategies to new reading passages and devise
their own individual interpretations of self-regulated learning strategies. (see
Appendix VIII, p.141 for full description of the study training sessions
program)

Duration of the Treatment

The treatment was implemented in the first semester of the academic year
2015/2016. The treatment lasted for six consecutive weeks. The researcher
selected the beginning periods of the school timetable to make sure that students
are active.

Objectives of the Treatment

The treatment was mainly implemented to enhance EFL second year
secondary stage students’ reading comprehension. The overall goals of the
treatment were divided into specific objectives of 10 units of the content.
Conclusion

This chapter introduced the procedures followed by the researcher in this

study. It dealt with the design and participants of the study. Furthermore, it
illustrated the instruments used in the study. In the next chapter, the researcher
will investigate the impact of the suggested training on developing some
reading comprehension skills for second year secondary students at Hussein
Hammad secondary school for girls.

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 Chapter 4
Results and Discussion
 Chapter Four

Chapter Four
Results and Discussion
In this chapter the results of the study will be presented followed by
discussion of each result. Results will be reported according to both questions
and hypotheses of the study. First the results of the equivalence of the two
groups in the reading skills test and self-regulated learning strategies
questionnaire will be reported followed by the results of the study hypotheses.
Discussion of the results will be provided directly after each study hypothesis.

Statistical Methods
In order to test the different research hypotheses, the researcher used the SPSS
statistical packages (version 16) as a statistical technique as follows:

1. The data were collected and computed by using Pearson correlation,

Alpha Cronbach and Split-half techniques to confirm the validity and
reliability of the study instruments.

2. “t-test for equality of variance” for comparing between two independent

groups; the experimental and control group on the pre and post
administration of the reading test and questionnaire.

3. “t-test for equality of variance” for two dependent groups for determining
the significance of differences between the mean scores of the
experimental group participants’ in the pre and post administration of the
study for the reading test and questionnaire in order to identify the impact
of the experimental training treatment program on developing students’
reading comprehension skills.

4. Effect size test )η2) to determine the effect size of the experimental
training treatment program on developing students’ reading
comprehension skills.

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 Chapter Four

Results of Reading Comprehension Skills Test (RCST)

Testing the first hypothesis

There is no statistically significant difference between the mean score of

the control and experimental groups in the pre-administration of the
RCST.

An independent sample t-test was used for calculating the mean score
difference of the experimental and the control group on the RCST pretest.
The results are shown in table (9).

Table 9: T. test results of the control and experimental groups on the pre
administration of the RCST.
Skills Group N Mean S. D DF T-Value Sig.
Distinguishing Control 30 0.80 0.407 -0.561 0.577
58
the main idea Experimental 30 0.87 0.507 Not Sig.
Recalling facts Control 30 1.30 0.651 1.230 0.224
58
and details Experimental 30 1.10 0.607 Not Sig.
Inferring cause Control 30 1.13 0.776 0.173 0.863
and effect 58
Experimental 30 1.10 0.712 Not Sig.
relationships
Reading for Control 30 1.07 0.583 0.680 0.499
specific 58
Experimental 30 0.97 0.556 Not Sig.
information
Identifying Control 30 0.90 0.712 -1.053 0.297
58
word meaning Experimental 30 1.10 0.759 Not Sig.
Identifying Control 30 1.03 0.765 1.478 0.145
writer's 58
Experimental 30 0.77 0.626 Not Sig.
attitudes
Inferring Control 30 0.97 0.615 0.443 0.659
58
sequences Experimental 30 0.90 0.548 Not Sig.
Drawing Control 30 1.17 0.791 0.448
58 -0.764
conclusions. Experimental 30 1.30 0.535 Not Sig.
Identifying the Control 30 0.83 0.592 0.652
58 -0.453
topic sentence Experimental 30 0.90 0.548 Not Sig.
Identifying Control 30 1.00 0.788 0.680 0.499
58
parts of speech. Experimental 30 0.87 0.730 Not Sig.
Control 30 10.20 3.408 0.628 0.532
Total 58
Experimental 30 9.77 1.633 Not Sig.

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 Chapter Four

It is evident from table (9) that mean score and standard deviation for the
two groups were quite similar which demonstrated that there was no statistically
significant difference between the experimental group and control group in all
reading comprehension test skills in the pre-test as well as the test total score.
Also all (T) values are not statistically significant. To be significant the T value
in the statistical table should be 2.01. T value in table (9) is less than <2.01, this
means that there was no statistically significant difference between the two
group in the pre-administration of the RCST. This reflects the equivalence of
the two before administrating the training program.

Testing the second hypothesis

There is a statistically significant difference between the mean score of the

experimental and control groups in the post-administration of the RCST in favor
of the experimental group.

t. test for independent samples was used to test the second hypothesis Results
are shown in table (10) as follows:

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 Chapter Four

Table 10: T. test results of the control and experimental groups on the post
administration of the RCST.
Skills Group N Means S. D DF T.Value Sig.
Distinguishing Control 30 0.67 0.479 0.01
58 -6.513
the main idea Experimental 30 1.60 0.621 Sig.
Recalling facts Control 30 1.20 0.610 0.01
58 -3.294
and details Experimental 30 1.67 0.479 Sig.
Inferring cause Control 30 1.03 0.765 0.01
and effect 58 -3.618
Experimental 30 1.63 0.490 Sig.
relationships
Reading for Control 30 1.00 0.695 0.01
specific 58 -3.525
Experimental 30 1.60 0.621 Sig.
information
Identifying Control 30 0.73 0.640 0.01
58 -5.569
word meaning Experimental 30 1.60 0.563 Sig.
Identifying Control 30 1.13 0.730 0.05
writer's 58 -2.565
Experimental 30 1.57 0.568 Sig.
attitudes
Inferring Control 30 0.90 0.712 0.01
58 -4.678
sequences Experimental 30 1.67 0.547 Sig.
Drawing Control 30 1.17 0.834 0.01
58 -4.247
conclusions. Experimental 30 1.87 0.346 Sig.
Identifying the Control 30 1.00 0.587 0.05
58 -2.009
topic sentence Experimental 30 1.37 0.809 Sig.
Identifying Control 30 0.97 0.809 0.01
58 -4.538
parts of speech. Experimental 30 1.73 0.450 Sig.
Control 30 9.80 3.458 0.01
Total 58 -9.770
Experimental 30 16.30 1.149 Sig.
**.t value is significant at the 0.01 *t value is significance at the 0.05

Table (10) shows that there is a statistically significance difference at

0.01 level between the mean score of the experimental and control groups on
distinguishing the main idea subskill of the reading test in favor of the
experimental one as t-value is (t =-6.513). With regard to recalling facts and
details subskill, results in table (10) indicate that t-value is (t=-3.294) which is
significant at 0.01 level. This indicated the statistically significant difference
between experimental group mean score and that of the control in recalling facts

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 Chapter Four

and details skill on the post administration of the reading skills test in favor of
the experimental one.

As for inferring cause and effect relationships, t-value in table (10)

reached at (-3.618). So, there was a statistically significant difference at 0.01
level between the mean score of the experimental and control groups on
inferring cause and effect relationships of the post reading test in favor of the
experimental group students. Concerning reading for specific information,
results in table (10) indicate that t-value is (t = -3.525). So, there was a
statistically significant difference at 0.01 level between the mean score of the
experimental and control groups on reading for specific information of the post
reading test in favor of the experimental group students.

In identifying word meaning, results in table (10) indicate that t-value

was (t=-5.569). It can be concluded that the t-value is significant at the level of
0.01, a result that was in favor of the experimental group students. In identifying
writer’s attitude, t-value in table (10) reached (-2.565) which is significant at
0.05 level. So, there was a statistically significant difference at 0.05 level
between the mean score of the experimental and control groups on identifying
writer’s attitude subskill of the post reading test in favor of the experimental
group students.

In inferring sequences, results in table (10) reveal that t-value is (t=-

4.678) and this value is significant at 0.01 level. This indicates the existing
statistically significant difference between the mean score of the experimental
and control groups in inferring sequences subskill in favor of the experimental
on the post administration of the reading skills test. Also results in table (10)
show that t-value of drawing conclusions subskill is (t=-4.247). It can be
concluded that the t-value is significant at the level of 0.01, a result that is in
favor of the experimental group students.

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 Chapter Four

Results in table (10) also indicate that t-value of identifying topic

sentence reached (-2.009) which is significant at 0.05 level. So, there is a
statistically significant difference at 0.05 level between the mean score of the
experimental and control groups on this subskill of the post reading test in favor
of the experimental group students. In identifying parts of speech subskill,
results in table (10) reveal that t-value is (t=-4.538) which is statistically
significant at 0.01 level, a result that is in favor of the experimental group
participants.

Table (10) also indicates that t-value for the total test score is (-9.770) so,
it can be concluded that there is a statistically significant difference at 0.01 level
between the mean score of the experimental group and those of control group in
the ten reading skills on the post reading test in favor of the experimental group
as the mean score of the control group is (M= 9.80) and that of the experimental
group is (M= 16.30). These results reflect the improvement of the experimental
group students’ level in the reading comprehension skills included in the test.

Testing the third hypothesis

There is a statistically significant difference in the total mean score of the

experimental group in the pre-post administration of the reading test in favor of
the post test.

t-test for paired samples for the reading skills pre-posttest of the
experimental group was used to verify the third hypothesis. Table (11) shows
results concerning the third hypothesis which addressed the difference between
the mean score of the experimental group on the pre/post administration of the
reading test in the total test score and in the ten sub skills.

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 Chapter Four

Table 11: Comparing the mean scores of the experimental group on the pre and
the post administration of the RCST.
Skills Group N Means S.D DF T.Value Sig.
Distinguishing the pre – test 30 0.87 0.507 0.01
29 -4.853
main idea post – test 30 1.60 0.621 Sig.
Recalling facts and pre – test 30 1.10 0.607 0.01
29 -4.011
details post – test 30 1.67 0.479 Sig.
Inferring cause and pre – test 30 1.10 0.712 0.01
29 -4.000
effect relationships post – test 30 1.63 0.490 Sig.
Reading for specific pre – test 30 0.97 0.556 0.01
29 -3.898
information post – test 30 1.60 0.621 Sig.
Identifying word pre – test 30 1.10 0.759 0.01
29 -3.042
meaning post – test 30 1.60 0.563 Sig.
Identifying the pre – test 30 0.77 0.626 0.01
29 -5.757
writer's attitudes post – test 30 1.57 0.568 Sig.
pre – test 30 0.90 0.548 0.01
Inferring sequences 29 -6.185
post – test 30 1.67 0.547 Sig.
Drawing pre – test 30 1.30 0.535 0.01
29 -4.958
conclusions. post – test 30 1.87 0.346 Sig.
Identifying the pre – test 30 0.90 0.548 0.05
29 -2.728
topic sentence post – test 30 1.37 0.809 Sig.
Identifying parts of pre – test 30 0.87 0.730 0.01
29 -6.966
speech. post – test 30 1.73 0.450 Sig.
pre – test 30 9.77 1.633 0.01
Total post – test 1.149 29 -22.795
30 16.30 Sig.
**.t value is significant at the 0.01 *t value is significance at the 0.05

Table (11) shows that the mean score in the post administration of RCST
is greater than that of the pre- administration in the total score and in all test
subskills. This means that there is a statistically significant difference in the
total mean score of the experimental group in the pre-post administration of the
RCST subskills and its total score in favor of the post-test (high mean score).

All t- values also are statistically significant at (0.01) level, except the
subskill identifying the topic sentence where it is statistically significant at
(0.05) level. These results confirm the third hypothesis. So, the researcher
refluxes these mean scores differences to the impact of the training program.

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 Chapter Four

In turn, these results answer the study question: What is the impact of the
proposed program on students’ reading comprehension?

Effect size (η2)

To get the effect size of the administration of the web-based self-
regulated learning strategies on the post reading test between the experimental
and control group, eta square )η2) was calculated. Table )12) illustrates value of
)η2) and levels of effect size. According to Abo Hattab and Sadek (1980), in
order to assess the impact of the independent variable on the dependent one )η2)
values should be as follows:

1. IF 2 ≥ )15%) then Effect size is High.

2. IF )6%) ≤2 < (15%) then Effect size is Medium.
3. IF 2 < (6%) then Effect size is Low.
Table 12: Value of (η2) and Levels of Effect Size

Skill 2 Effect size

Distinguishing the main idea 0.45% High
Recalling facts and details 0.36% High
Inferring cause and effect relationships 0.36% High
Reading for specific information 0.34% High
Identifying word meaning 0.24% High
Identifying the writer's attitudes 0.53% High
Inferring sequences 0.57% High
Drawing conclusions 0.46% High
Identifying the topic sentence 0.20% High
Identifying parts of speech. 0.63% High
Total 0.95% High

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 Chapter Four

Table (12) shows the high effect size of the training program on the
RCST total score as well as its subskills. All (η2) values for each test subskill
and the total test score ranged from (0.20) to (0.95). This indicates the positive
impact of the training program on improving the experimental group
participants’ reading comprehension skills.

η2 values in the above table

With regard to distinguishing the main idea, the value of eta square is
(.45) which indicates a high effect, and it also indicates that 45% of the variance
in the students’ distinguishing main idea subskill can be attributed to the
experimental treatment. As for recalling facts and details subskill, the value of
eta square is (.36) which indicates a high effect, and it also reports that 36% of
the variance in students’ recalling facts and details can be attributed to the
experimental treatment.

Concerning inferring cause and effect relationships, the value of eta

square is (.36) which indicates a high effect, and it also reveals that 36% of the
variance in students’ inferring cause and effect relationships can be attributed to
the experimental treatment. In reading for specific information, the value of eta
square is (.34) which indicates a high effect, and it also reports that 34% of the
variance in students’ reading for specific information can be attributed to the
experimental treatment.

In identifying word meaning from the text, the value of eta square is
(.24) which indicates a high effect, and it also indicates that 24% of the variance
in students’ identifying word meaning can be attributed to the experimental
treatment. In identifying the writer’s attitude, the value of eta square is (.53)
which indicates a high effect, and 53% of the variance in students’ identifying
writer’s attitude can be attributed to the experimental treatment. In inferring
sequences, the value of eta square is (.57) which indicates a high effect, and

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 Chapter Four

57% of the variance in students’ inferring sequences subskill can be attributed

to the experimental treatment.

In drawing conclusions, )η2) value is ).46) which reports a high effect,

and it also indicates that 46% of the variance in students’ drawing conclusions
can be attributed to the experimental treatment. In identifying topic sentence,
)η2) value is ).20) which indicates a high effect, and it also reveals that 20% of
the variance in students’ identifying topic sentence subskill can be attributed to
the experimental treatment. In identifying parts of speech, )η2) value is ).63)
which indicates a high effect, and it also shows that 63% of the variance in
students’ identifying parts of speech subskill can be attributed to the
experimental treatment.

In the total test, the value of eta square is (.95) which shows a high effect,
and it also indicates that 95% of the variance in students’ reading
comprehension skills can be attributed to the experimental treatment.

Results of Self-Regulated Learning Strategies Questionnaire

(SRLSQ)
Testing the fourth hypothesis

There is no statistically significant difference between the mean score of the

experimental and control groups in the pre-administration of the SRLQ.

A t-test for independent samples was calculated for SRLSQ pre-

administration of the experimental and control groups. Table (13) shows means
and standard deviations in the pre- administration of the SRLSQ.

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Table 13: T. test results of the control and experimental groups on the pre
administration of the SRLSQ
Strategies Group N. Means S. D DF T. Value Sig.
Control 30 6.13 0.681 0.553
Goal setting 58 0.597
Experimental 30 6.03 0.615 Not Sig.
Control 30 8.77 0.935 0.392
Elaboration 58 0.863
Experimental 30 8.57 0.858 Not Sig.
Control 30 6.23 0.504 0.621
Rehearsal 58 -0.497
Experimental 30 6.30 0.535 Not Sig.
Control 30 6.37 0.809 0.670
Organization 58 -0.428
Experimental 30 6.50 1.503 Not Sig.
Self- Control 30 16.80 1.031 0.802
58 0.252
Monitoring Experimental 30 16.73 1.015 Not Sig.
Control 30 3.20 0.407 0.125
Self-Reward 58 -1.558
Experimental 30 3.57 1.223 Not Sig.
Control 30 6.53 0.629 0.927
Help Seeking 58 0.092
Experimental 30 6.50 1.889 Not Sig.

Time Control 30 6.20 0.805 0.612

58 0.510
Management Experimental 30 6.10 0.712 Not Sig.
Control 30 16.00 0.871 0.713
Self-Evaluation 58 -0.370
Experimental 30 16.20 2.833 Not Sig.
Control 30 76.23 1.995 0.728
Total Experimental 58 -0.349
30 76.50 3.674 Not Sig.

Table (13) reports that the mean score of the control group is (76.23)
while the mean score of the experimental one is (76.50) which indicates that
there is no statistically significance between the experimental group and the
control group in all SRLSQ skills in the pre-administrating of the questionnaire
and the total score of the questionnaire where all (t) values are not statistically
significant. This means that the two groups are almost equivalent before
administrating the training program and reflects the existing homogeneity
between the two groups in SRLSQ pre-administration. In turn, results in table
(13) answer the study question: What are the web-based self-regulated learning
strategies that may help improve secondary school students’ reading
comprehension?

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Secondary stage students need to be trained to use self-regulated learning

strategies (goal-setting, elaboration, rehearsal, organization, self-
monitoring, self-reward, help-seeking, time management, self-evaluation)
to help them improve their reading comprehension skills.

Testing the fifth hypothesis

There is a statistically significant difference between the mean score of the

experimental and control groups in the post-administration of the SRLQ in
favor of the experimental group.

A t. test for independent samples was used to test the fifth hypothesis.
Results are shown in table (14).
Table 14: T. test results of the control and experimental groups on the post
administration of SRLSQ
Strategies Group N Means S.D DF T. Value Sig.
Control 30 6.40 0.563 0.01
Goal setting 58 -13.883
Experimental 30 8.80 0.761 Sig.
Control 30 8.90 0.885 0.01
Elaboration 58 -20.462
Experimental 30 13.60 0.894 Sig.
Control 30 6.23 0.504 0.01
Rehearsal 58 -14.994
Experimental 30 8.87 0.819 Sig.
Control 30 6.37 0.809 0.01
Organization 58 -10.385
Experimental 30 8.80 0.997 Sig.
Self- Control 30 17.03 1.189 0.01
58 -29.920
Monitoring Experimental 30 27.50 1.503 Sig.
Control 30 3.20 0.407 0.01
Self-Reward 58 -11.921
Experimental 30 4.60 0.498 Sig.
Control 30 6.77 0.568 0.01
Help Seeking 58 -13.627
Experimental 30 9.00 0.695 Sig.
Time Control 30 6.37 0.556 0.01
58 -15.872
Management Experimental 30 9.13 0.776 Sig.
Control 30 16.13 0.860 0.01
Self-Evaluation 58 -22.905
Experimental 30 22.37 1.217 Sig.
Control 30 77.40 1.993 0.01
Total 58 -41.448
Experimental 30 112.67 4.213 Sig.
**.t value is significant at the 0.01

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A closer look at table (14), reveals that t-value is statistically significant

at (0.01) for all questionnaire subskills as well as the total score. This indicates
that there is a statistically significant difference in the total mean score of the
experimental and control groups in the post- administration of SRLSQ subskills
and its total score in favor of the experimental group. With regard to goal
setting, results in table (14) indicated that T-value is (t = -13.883) and this value
is significant at 0.01 level. This indicates that there is a statistically significant
difference between the mean score of the experimental and control groups in
goal setting strategy in favor of the experimental group on the post
administration of the SRLSQ as the mean score of the control group was (M=
6.40) and that of the experimental group was (M= 8.80).

Table (14) indicates that there is a statistically significance difference at

0.01 level between the mean score of the experimental and control groups on
elaboration strategy in favor of the experimental group students as t-value is (t
=-20.462). As for rehearsal strategy, t-value in table (14) reached (-14.994). It
can be concluded that the t-value is significant at the level of 0.01, a result that
is in favor of the experimental group. This proofs that the experimental group
outdid the control group with a statistically significant difference on the post
administration of the SRLSQ.

Concerning organization strategy, results in table (14) reveal that t-value

is (t = -10.385). So, there is a statistically significant difference at 0.01 level
between the mean score of the experimental and control groups on the
organization strategy in favor of the experimental group students. Results of
self-monitoring strategy in table (14) indicate that t-value is (t=-29.920) and this
value is significant at 0.01 level.

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Moreover, the mean score of the control group is (M=17.03) while that of
experimental students is (M=27.50). These results show the high score of the
experimental group students than that of the control in using self-monitoring
strategy on the post administration. Moreover, t- values of self-reward, help
seeking, time management and self-evaluation strategies in table (14) are (-
11.921), (-13.627), (-15.872) and (-22.905), and all are significant at 0.01 level.
This proof that the experimental group outdid the control group with a
statistically significant difference on the post administration of the SRLSQ.

Table (14) also indicates that t-value on the sub skills (-13.883, -20.462, -
14.994, -10.385, 29.920, -11.921, -13.627, 15.872 and -22.905) and the t-value
for total questionnaire (-41.448) are all significant at 0.01 level. So, it can be
concluded that there is a statistically significant difference between the mean
score of the experimental group and those of control group in questionnaire
strategies (goal-setting, elaboration, rehearsal, organization, self-monitoring,
self-reward, help-seeking, time management, self-evaluation) on the post
SRLSQ in favor of the experimental group.

Results reported above indicated that the experimental students’ mean

score is greater in each strategy of the post questionnaire. t-value between the
sample mean score in both experimental and control groups in the post
questionnaire is significant at the 0.01 level in favor of the experimental group.
These results reflected the improvement of the experimental group students’
level in the use of the strategies included in the questionnaire.

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 Chapter Four

Testing the sixth hypothesis:

There is a statistically significant difference in the total mean score of the

experimental group in the pre-post administration of the SRLSQ in favor of the
post administration.

A t. test for paired samples was used to verify this hypothesis, the results are
shown in table (15).

Table 15: Comparing the mean scores of the experimental group on the pre and
the post administration of SRLSQ

Strategies Group N Means S. D DF T. Value Sig.

pre – test 30 6.03 0.615 0.01
Goal setting 29 -15.059
post – test 30 8.80 0.761 Sig.
pre – test 30 8.57 0.858 0.01
Elaboration 29 -25.107
post – test 30 13.60 0.894 Sig.
pre – test 30 6.30 0.535 0.01
Rehearsal 29 -14.472
post – test 30 8.87 0.819 Sig.
pre – test 30 6.50 1.503 0.01
Organization 29 -7.061
post – test 30 8.80 0.997 Sig.
Self- pre – test 30 16.73 1.015 0.01
29 -33.593
Monitoring post – test 30 27.50 1.503 Sig.
pre – test 30 3.57 1.223 0.01
Self-Reward 29 -4.883
post – test 30 4.60 0.498 Sig.
pre – test 30 6.50 1.889 0.01
Help Seeking 29 -6.922
post – test 30 9.00 0.695 Sig.
Time pre – test 30 6.10 0.712 0.01
29 -17.229
Management post – test 30 9.13 0.776 Sig.
pre – test 30 16.20 2.833 0.01
Self-Evaluation 29 -11.593
post – test 30 22.37 1.217 Sig.
pre – test 30 76.50 3.674 0.01
Total 29 -36.373
post – test 30 112.67 4.213 Sig.
**.t value is significant at the 0.01

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Table (15) shows that the mean score in the post administration of
SRLSQ is greater than that of the pre-one in all questionnaire subskills as well
as the total score. This means that there is a statistically significant difference in
the total mean score of the experimental group in the pre-post administration of
the SRLSQ subskills as well as the total score in favor of the post-one (high
mean score). All t-values also are statistically significant at (0.01). These results
indicate that the experimental group achieved better as a result of the treatment.
In turn, these results answer the study question: What are the features of a
proposed training program in web-based self-regulated strategies to enhance
secondary school students’ reading comprehension.

Effect size (η2)

To measure the effect size of the application of the training in web-based

self-regulated learning strategies on the post questionnaire between the two
groups, eta square (η2) was calculated. Table (16) illustrates value of (η2) and
levels of effect size.

Table 16: Value of (η2) and Levels of Effect Size of the Treatment on SRLSQ

Skill 2 Effect size

Goal setting 0.89% High
Elaboration 0.96% High
Rehearsal 0.88% High
Organization
0.63% High
Self-Monitoring
0.97% High
Self-Reward
0.45% High
Help Seeking
0.62% High
Time Management
0.91% High
Self-Evaluation
0.82% High
Total 0.98% High

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 Chapter Four

Table (16) displays that the effect size of the training program on the total
score of the SRLSQ and its subskills was high because all )η2) values of
questionnaire subskills and total score ranged from (0.45) to (0.98). This
demonstrates the impact of the training program on increasing the experimental
group’s employment and utilization of self-regulated learning strategies while
reading texts online.

(η2) values in the previous table

With regard to the goal setting strategy, the value of eta square is (.89)
which indicates a high effect, and it also indicates that 89% of the variance in
students’ use of goal setting can be attributed to the experimental treatment.
This shows the high significant impact of the proposed program. As for the
elaboration strategy, the value of eta square is (.96) which indicates a high
effect, and it also indicates that 96% of the variance in students’ use of
elaboration strategy can be attributed to the experimental treatment. This shows
the high significant impact of the proposed program.

Concerning the rehearsal strategy, the value of eta square is (.88) which
indicates a high effect, and it also indicates that 88% of the variance in students’
use of rehearsal strategy can be attributed to the experimental treatment. In the
organization strategy, the value of eta square is (.63) which indicates a high
effect, and it also reveals that 63% of the variance in students’ use of
organization strategy can be attributed to the experimental treatment. In the self-
monitoring strategy, η2 value is ).97) which indicates a high effect, and it also
reveals that 97% of the variance in students’ use of self-monitoring strategy can
be attributed to the experimental treatment.

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 Chapter Four

In the self-reward strategy, η2 value is ).45) which indicates a high effect,

and it also reports that 45% of the variance in students’ use of self-reward
strategy can be attributed to the experimental treatment. In the help-seeking
strategy, η2 value is (.62) which indicates a high effect, and it also indicates that
62% of the variance in students’ use of help-seeking strategy can be attributed
to the experimental treatment. η2 value of the time management strategy is ).91)
which indicates a high effect, and it also indicates that 91% of the variance in
students’ use of help-seeking strategy can be attributed to the experimental
treatment. This shows the high significant impact of the proposed program. In
self-evaluation strategy, η2 value is ).82) which indicates a high effect, and it
also reveals that 82% of the variance in students’ use of self-evaluation strategy
can be attributed to the experimental treatment.

In the total of all the nine strategies, the value of eta square is (.98) which
indicates a high effect, and it also reveals that 97% of the variance in students’
use of these strategies can be attributed to the experimental treatment. This
shows the high significant impact of the proposed program.

Results and Interpretation

Results reported above indicated the statistically significant difference
between the mean score of the control group and that of the experimental group
in favor of the experimental one and also indicated an obvious improvement in
the experimental group students’ reading comprehension skills on the post
administration of the reading comprehension skills test. This improvement may
be due to conducting the proposed training which was based on using nine web-
based self-regulated learning strategies (goal-setting, elaboration, rehearsal,
organization, self-monitoring, self-reward, help-seeking, time management,
self-evaluation) as those improved students’ )distinguishing main idea, recalling
details, inferring cause and effect relationships, reading for specific information,
identifying word meaning, identifying writer's attitudes, inferring sequences,

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 Chapter Four

drawing conclusions, identifying the topic sentence, identifying parts of

speech).

Regarding to distinguishing the main idea, the t-test results showed a

statistically significant difference between the posttest mean score of the control
and experimental groups at 0.01 level in favor of the experimental one. As for
recalling details, t-test indicated a statistically significant difference between the
posttest mean score of the two groups at 0.01 level in favor of the experimental
group. With regard to inferring cause and effect relationships, t-test results also
indicated a statistically significant difference between posttest mean score of the
control and experimental groups at 0.01 level in favor of the experimental.

In reading for specific information, t-test indicated a statistically

significant difference between posttest mean score of the control and
experimental groups at 0.01 level in favor of the experimental group. In
identifying word meaning, also t-test indicated a statistically significant
difference between posttest mean score of the control and experimental groups
at 0.01 level in favor of the experimental one.

As for identifying the writer's attitudes, t-test results indicated a

statistically significant difference between the control and experimental groups
posttest mean at 0.05 level in favor of the experimental one. In inferring
sequences, t-test results indicated a statistically significant difference between
the posttest mean score of the two groups at 0.01 level in favor of the
experimental one. In drawing conclusions, t-test results indicated a statistically
significant difference between the posttest mean score of the control and
experimental groups at 0.01 level in favor of the experimental.

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 Chapter Four

In identifying the topic sentence, the t-test results showed a statistically

significant difference between the posttest mean score of the control and
experimental groups at 0.05 level in favor of the experimental one. In
identifying parts of speech, t-test results showed a statistically significant
difference between the posttest mean score of the study groups at 0.01 level in
favor of the experimental group.

Previous results and discussion manifested that students’ reading

comprehension skills increase when they apply web-based self-regulated
strategies while reading comprehension. So, teachers must review their reading
teaching strategies to help students expand their communicative ability
efficiently as well as quickly. Students in the experimental group taught through
applying web-based self-regulated learning strategies gradually seem to become
less dependent upon teacher's assistance. Therefore, it is suggested that EFL
teachers make their students more self-dependent while learning reading. In this
way, language teachers can save great amount of time and energy. Moreover,
students expressed their joy and happiness when they all participated actively in
different activities. In fact, they were active, interested, excited and encouraged
to take the task on.
Moreover, these web-based self-regulated strategies assisted the students
to take more responsibility of their learning while reading texts online. They
acted as active learners not as passive recipients. The sessions were well-
organized. All students were very enthusiastic to participate orally during the
treatment sessions. Besides, there was a well noticed development in their
confidence during the administration of the post test. The clear and systematic
procedures of the training on web-based self-regulated learning strategies
treatment made it easier for students to cope with the teacher and to know what
they were expected to do in each phase.

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 Chapter Four

Results of the present study supported by a considerable number of

previous studies such as; Al Asmari and Ismail (2012), Yigzaw and Fentie
(2013), Aregu (2013), Chen et al (2014) and Maftoon and Tasnimi (2014)
reveal that training students in applying self-regulated learning strategies help
them improve their reading comprehension skills and increase their ability to be
self-regulated learner specially when they read texts online. The study results
are similar to those results of Al Asmari and Ismail (2012) which revealed some
differences between students across their different academic levels in self-
regulated learning strategies. Results also notified that some of the self-
regulated learning strategies were predictors of reading comprehension.

Furthermore, the present study results supported results of the study

conducted by Yigzaw and Fentie (2013) which showed that students' self-
regulated learning strategies such as rehearsal, elaboration and organization
were presumed predictors of secondary school students’ reading performance.
Similarly, the current study results are in line with that of Aregu (2013) which
conveyed that all the variables are interrelated positively. Moreover, the results
indicated that 52% of the variances in critical reading are accounted for by the
group effects of the self-regulated learning strategies entered in the regression
equation. Also results suggested that attention needs to be paid to the uses of
self-regulated learning strategies.

Moreover, the present study results agreed with that of Maftoon and
Tasnimi (2014) which stressed the significant impact of self-regulation on
reading comprehension of Iranian EFL learners. Also, the present study results
are similar to that of Chen et al (2014) which demonstrated that the reading
comprehension and reading annotation abilities of the experimental group
learners were significantly improved.

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 Chapter Four

Conclusion
To conclude, the results obtained in this chapter clarified that the reading
comprehension skills of second year secondary stage students were developed
and improved after they exposed the treatment. The results showed that there
were significant differences between the control group students and
experimental students in favor of the experimental participants, and the
researcher explained the expected reasons. Chapter five provides a summary,
conclusions and recommendations of the present study.

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 Chapter 5
Summary, Conclusions and
Recommendations
.
 Chapter Five

Chapter Five
Summary; Conclusions and Recommendations
This chapter presents a summary of the study. It summarizes the problem
and its background, describes the methods of the study and discusses the results.
Also, it provides conclusions, offers recommendations. Finally, suggestions for
further research are also postulated.

Problem of the Study

Based on the literature review, the researcher’s observations and the pilot
study results, it was evident that second year secondary stage students at
Hussein Hammad secondary school were in need of training in a new and active
reading comprehension strategies to give them the chance to take part in their
learning process. Based on the pilot study findings, students need to be able to
guess the meaning of difficult words, recognize the main idea, infer sequences,
read for specific information and recall facts and details. Hence, the present
study suggests that equipping secondary school students with appropriate
training via the web by utilizing some self-regulated learning strategies may
help them read and comprehend better.

Questions
In the light of what has been mentioned above, the present study attempted to
answer the following major question:

How far can training in web-based self-regulated learning strategies improve

secondary school students’ reading comprehension skills?

This question can be sub-divided into the following sub questions?

1- What are the reading comprehension skills necessary for 2nd year
secondary school students?

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 Chapter Five

2- What are the web-based self-regulated learning strategies that may help
improve secondary school students’ reading comprehension?

3- What is the impact of the proposed program on students’ reading

comprehension?

4- What are the features of a proposed training program in web-based self-

regulated strategies to enhance secondary school students’ reading
comprehension?

Purposes
a. Identifying the required reading comprehension skills for EFL students’
to be improved.
b. Assessing the target students’ level of performance in the identified
reading comprehension skills.
c. Developing the web-based self-regulated learning strategies training that
would develop the identified reading comprehension skills for the target
secondary student.
d. Investigating the impact of the web-based self-regulated learning
strategies training in developing the identified reading comprehension
skills for the target secondary student

Significance
This is a quasi-experimental study that aimed to investigate the impact of
training in web-based self-regulated learning strategies on improving secondary
school students’ reading comprehension. So, the present study was significant in
a number of ways:

1- Identifying the reading comprehension skills necessary for second year

secondary school students.

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 Chapter Five

2- Exploring the appropriate web-based SRL strategies which may improve

students’ reading comprehension skills.

3- Equipping students to use web-based activities to help enhance reading

comprehension skills.

4- Establishing a relationship between web-based learning and using self-

regulated learning strategies in reading comprehension.

5- Investigating the impact of training in web-based SRL strategies on

improving second year secondary school students’ reading comprehension
skills.

6- Enriching the field of study on web-based self-regulated learning strategies

of the secondary stage students.

Method

Participants
The participants of this study consisted of two second year classes from
Hussein Hammad secondary school for girls in Dikirnis city. One class of thirty
students comprised the experimental group and received web-based self-
regulated learning training. The other class of thirty students served as the
control group and received only the traditional teaching. Both groups were from
the same region, of the same age and have the same teacher.

Research Design
This is a quasi-experimental study. A pre/post reading comprehension
skills test was administered on both the control and experimental groups to
measure their reading comprehension skills. The experimental group was
trained in using some web-based self-regulated learning strategies to improve
their reading comprehension skills, while the other represented the control
group which was taught using the traditional methods.

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 Chapter Five

Instruments
The present study employed the following:

1. Reading Skills Checklist

A reading skills checklist was prepared by the researcher to determine
the most important reading skills needed at the second year secondary
stage. (Appendix II, p.120).

2. A Pre/post Reading Comprehension Skills Test

The test included twenty multiple choice questions. The pre/post

reading comprehension skills test was designed by the researcher to
measure the level of second year secondary stage students’ reading
comprehension skills. (Appendix III, p.122).

3. Self-Regulated Learning Strategies Checklist

A checklist of some self-regulated learning strategies was prepared by

the researcher to determine the most suitable self-regulated learning
strategies for the sample of the study. (Appendix IV, p.133).

4. A Pre/post Self-Regulated Learning Strategies Questionnaires

The questionnaire included twenty-five items. It was designed by the

researcher to assess second year secondary school students’ use of self-
regulated learning strategies while reading comprehension passages on
the web. (Appendix V, p.135).

Results
The present study yielded the following results:

1. The web-based self-regulated learning strategies used in this study (goal

setting, elaboration, rehearsal, organization, self-monitoring, self-
reward, help seeking, time management, self-evaluation) were effective
in improving the EFL secondary school students’ reading

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 Chapter Five

comprehension skills (main idea, recalling details, inferring cause and

effect relationships, reading for specific information, identifying word
meaning, identifying writer's attitudes, inferring sequences, identifying
the topic sentence, identifying parts of speech and drawing
conclusions).

2. Students taught through using the suggested training treatment,

performed better than their control group counterparts because they
were given the opportunity to be more active participants in the learning
process, they took the responsibility to become self-regulated readers
and were given the opportunity to learn the content of the treatment
using different steps included in the treatment.

3. There was a statistically significant difference between the mean score

of the experimental and control groups in the post-administration of the
reading test in the total score and in its subskills in favor of the
experimental group.

4. There was a statistically significant difference in the total mean score of

the experimental group in the pre-post administration of the reading test
in the total score and in its subskills in favor of the post test.

5. There was a statistically significant difference between the mean score

of the experimental and the control groups in the post-administration of
the questionnaire in the total score and in its strategies in favor of the
experimental group.

6. There was a statistically significant difference in the total mean score of

the experimental group in the pre-post administration of the
questionnaire in favor of the post application.

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 Chapter Five

Conclusions
With reference to the results mentioned above, it was concluded that the
present study provided evidence regarding the positive impact of training in
web-based self-regulated learning strategies on improving reading
comprehension skills as follows:

1. It seems evident that using the suggested program based on web-based

self-regulated learning strategies improves students’ reading
comprehension skills which enables them to develop their abilities in
understanding the text.

2. The current study showed that students who were exposed to the
suggested training program were better than those who did not. This is
an indicator that the program is very beneficial and effective.

3. This results add to the validity of other studies investigating similar

aspects such as; Al Asmari and Ismail (2012), Yigzaw and Fentie
(2013), Chen et al (2014) and Maftoon and Tasnimi (2014).

Recommendations:
In the light of the results and conclusions of this study, the following
recommendations are suggested:

1. Ministry of Education should train EFL teachers with respect to the use
of Self-Regulated Learning Strategies in order to help their students to
read comprehension texts efficiently.

2. EFL teachers should train their students in the use of the various types
of SRLSs i.e. cognitive, metacognitive, motivational and management
strategies.

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 Chapter Five

3. EFL teachers should hold workshops and conferences to share their

experience and views on employing SRLS while reading online
comprehension texts.

4. EFL teachers need to plan reading activities that encourage students to

use different SRLS and provide practice opportunities.

5. Course designers should consider the inclusion of self-regulated

learning strategies when developing EFL courses particularly at
secondary school level.

6. New techniques, methods and strategies for improving reading

comprehension skills should be explored and exploited by EFL
researchers.

Suggestions for Further Research

The following points are recommended to be considered for further research:

1. This study can be replicated at a different level of education and with

large sample.

2. The impact of training in web-based self-regulated strategies on other

reading comprehension skills such as being able to recognize a word at a
glance, paraphrasing and judgments of fact or opinion.

3. Exploring the use of web-based self-regulated learning strategies in

developing and improving other language skills such as writing and
listening at different stages.

96
References
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‫المراجع العربية‬
‫ م ت ة اأنجلو المصرية‬: ‫ القاهر‬،2 ‫) "علم الن س التربوي" ط‬1980) ‫ آمال‬،‫ فؤاد وصادق‬،‫أبو حطب‬

117
Appendices
 Appendices

Appendix (I)

Reading Test (Pilot study test)

Read the following and then answer the questions:

El-Arish is one of the most important cities in Sinai. It has always been
the gateway to Egypt and so it has been used by invading armies as far back as
the Turks and Romans. These armies have destroyed a great deal of Arishi
traditional culture. For example, there are hardly any original Arishi houses left.
They used to be built around an open courtyard, but nearly all of them have, by
now, been destroyed. Nowadays, there are plans to develop the region. There
will be no industrial complexes and huge cities. The developments will follow a
“green “approach, and agriculture, fishing and tourism will be the key to the
region’s development.

North Sinai Bedouins have not been nomads for some time as they could
not travel because of restrictions at borders. Nowadays, many Bedouins own
farms on land which has been reclaimed from the desert. Other settled Bedouins
became fishermen in Lake Bardawil. There has been a change in the lives of
many Bedouin Women. In the old days, they were only allowed to look after the
family and some of its animals. Now, many are managing their own businesses
producing traditional handcrafts, such as carpets and cloth.

Because of the absence of historic sites in the area, the planners are going
to use its unpolluted environment to attract tourists. Tourists like unpolluted
areas, therefore all new projects will protect the environment. This approach is
called Ecotourism. Ecotourism will not only be good for the economy; it will
help to protect our national heritage.

118
 Appendices

A) Answer the following questions:

1 -How will North Sinai be developed in the future?

……………………………………………………………………………………

2- Put a title of the passage.

……………………………………………………………………………………

3-Why have most North Sinai Bedouins become settled?

……………………………………………………………………………………

4-What changes have come to the lives of many Bedouin women?

……………………………………………………………………………………

5-What is the meaning of Ecotourism? Why is it important?

……………………………………………………………………………………

B) Choose the correct answer:

6- ------------------ destroyed most Arishi culture.

a) Turks b) Invading armies c) Romans d) The courtyard
7- Traditional houses were built around and open -----------------------
a) courtyard b) culture c) green approach d) environment
8- The planners are going to use unpolluted environments to attract tourists
owing to -----
a) the absence of historic sites b) protecting the environment
c) approach the tourists d) producing traditional handcrafts

C) True or False: -

9- Bardawil lake occurs in North Sinai? ( )

10- Now there are any Arishi original houses. ( )

119
 Appendices

Appendix (II)
The Reading Skills Checklist
This questionnaire was presented to jury members to determine the most
important reading comprehension skills needed at the second year secondary
stage.
Less Very
No Skill Important
important important
1 Reading fluently 4 6

2 Understanding the text 2 8

Distinguishing the main idea from
3 10
supporting details.
4 Recalling facts and details 1 9
Inferring cause and effect
5 10
relationships
6 Checking what is already known 4 6
Reading for gist and specific
7 1 9
information
Identifying word meaning from
8 1 9
the text
Identifying and evaluating the
9 2 8
writer's attitudes
Distinguishing between facts and
10 2 8
opinions
Reading for details in order to
11 3 7
understand reference words
12 Discovering details between lines 5 5

13 Paraphrasing. 10

120
 Appendices

14 Inferring sequences 2 8

15 Drawing conclusions. 10
Looking through a text very
16 3 7
rapidly for specific information
Quickly getting the gist or
17 2 8
overview of a passage
18 Finding out what the text is about 2 8

19 Recognizing word at a glance 2 1 6

Identifying the topic sentence of a
20 1 9
paragraph
Summarizing material by retaining
21 and re-stating main ideas and 1 9
leaving out details
22 Identifying parts of speech. 1 9

121
 Appendices

Appendix (III)
Reading Comprehension Skills Test (Pre-posttest)
Dear Prof /

The researcher is conducting an M.A. research entitled, “The Impact of

Training in Web-Based Self-Regulated Learning Strategies on Improving
Secondary School Students’ Reading Comprehension “. This study aims at
developing some reading skills of second year EFL secondary stage students
employing web-based self-regulated learning strategies.

In order to assess students’ reading skills, the researcher prepared a

Reading Skills Test. It will be used as a pre-posttest to measure the Reading
Skills before /after the experimental treatment.

Kindly validate the Reading Skills Test according to the criteria specified.

Thanking you for your cooperation.

The researcher
Ahmed Ibrahim Saber Goda

122
 Appendices

The First Statistical Version of Reading Comprehension Skills List

Relative
Importance
Percentage of Relative
each skill= Total weight= mean
No.

Important
important

important
number percentage of

Very
Less
Reading comprehension Frequencies the skill
Skills Total number of Total
the jury percentage of
member (10) *3 the skills
1 2 3

1 Reading fluently 0 4 6 8+18+/30= 86.6%

2 Understanding the text 0 2 8 4+21/30= 83.3%
3 Distinguishing the main idea from
0 0 10 30/30=100%
supporting details.
4 Recalling facts and details 0 1 9 2+27/30= 96.6%
5 Inferring cause and effect
0 0 10 30/30= 100%
relationships
6 Checking what is already known 0 4 6 8+18/30= 86.6%
7 Reading for gist and specific
0 1 9 2+27/30= 96.6%
information
8 Identifying word meaning from
0 1 9 2+27/30= 96.6%
the text
9 Identifying and evaluating the
0 2 8 4+24/30=93.3%
writer's attitudes
10 Distinguishing between facts and
0 2 8 4+24/30= 93.3%
opinions
11 Reading for details in order to
3 0 7 3+21/30= 80%
understand reference words
12 Discovering details between lines 0 5 5 10+10/30=66.6%
13 Paraphrasing. 0 10 30/30= 100%
14 Inferring sequences 0 2 8 4+24/30= 93.3%
15 Drawing conclusions. 0 0 10 30/30= 100%
16 Looking through a text very
0 3 7 6+21/30= 90%
rapidly for specific information
17 Quickly getting the gist or
0 2 8 4+24/30= 93.3%
overview of a passage or book
18 Finding out what the text is about 2 0 8 2+24/30= 93.3%
19 Recognizing word at a glance 2+2+18/30=
2 1 6
73.3%
20 Identifying the topic sentence of a
0 1 9 2+27/30= 96.6%
paragraph
21 Summarizing material by
retaining and re-stating main 0 1 9 2+27/30= 96.6%
ideas and leaving out details
22 Identifying parts of speech. 0 1 9 2+27/30= 96.6%

123
 Appendices

The Final Statistical Version of Reading Comprehension Skills List

Relative
Importance Percentage of
Relative
each skill=

Less important
weight= mean
Total number

Important

important
Reading percentage of
Frequencies

Very
No. comprehension the skill
Total number
skills Total
of the jury
percentage of
member (10)
the skills
*3
1 2 3
1 Distinguishing the main
idea from supporting 0 0 10 30/30=100% 100/969.6=10.3
details.
2 Recalling facts and 2+27/30=
0 1 9 96.6/969.6=10
details 96.6%
3 Inferring cause and effect
0 0 10 30/30= 100% 100/969.6=10.3
relationships
4 Reading for specific 2+27/30=
0 1 9 96.6/969.6=10
information 96.6%
5 Identifying word 2+27/30=
0 1 9 96.6/969.6=10
meaning from the text 96.6%
6 Identifying and the
0 2 8 4+24/30=93.3% 93.3/969.6=9.6
writer's attitudes
7 4+24/30=
Inferring sequences 0 2 8 93.3/969.6=9.6
93.3%
8 Drawing conclusions. 0 0 10 30/30= 100% 100/969.6=10.3
9 Identifying the topic 2+27/30=
0 1 9 96.6/969.6=10
sentence of a paragraph 96.6%
10 Identifying parts of 2+27/30=
0 1 9 96.6/969.6=10
speech. 96.6%
== ================== 0 9 91 969.6 100%

124
 Appendices

Table of Specification of the Number of Questions Allocated for Each

Skill

Relative No. of Items=

Weight of Relative Weight of
No. Reading Comprehension Skills Each Skill the Skill x* Total
Percentage Number of the
Test Items
Distinguishing the main idea 10.3x20 = 206
1 100/969.6=10.3
from supporting details. 2 items
10x20=220
2 Recalling facts and details 96.6/969.6=10
2 items
Inferring cause and effect 10.3x20=206
3 100/969.6=10.3
relationships 2items
10x20=220
4 Reading for specific information 96.6/969.6=10
2 items
Identifying word meaning from 10x20=200
5 96.6/969.6=10
the text 2 items
Identifying and evaluating the 9.6x20=192
6 93.3/969.6=9.6
writer's attitudes 2 items
9.6x20=192
7 Inferring sequences 93.3/969.6=9.6
2 items
10.3x20=206
8 Drawing conclusions. 100/969.6=10.3
2 items
Identifying the topic sentence of 10x20=200
9 96.6/969.6=10
a paragraph 2 items
10x20=200
10 Identifying parts of speech. 96.6/969.6=10
2 items
== Total 100% 20

125
 Appendices

Table of Specification of the Questions Allocated for Each Skill

Questions that measured

No. Reading Comprehension Skills
the skill
Distinguishing the main idea from
1 (Q1- Q11)
supporting details.

2 Recalling facts and details (Q2- Q3)

3 Inferring cause and effect relationships (Q4- Q13)

4 Reading for specific information (Q5- Q15)
5 Identifying word meaning from the text (Q6- Q14)
6 Identifying the writer's attitudes (Q7- Q19)

7 Inferring sequences (Q8- Q20)

8 Drawing conclusions. (Q17- Q18)

9 Identifying the topic sentence of a paragraph (Q9- Q12)

10 Identifying parts of speech. (Q10- Q16)

== Total 20

126
 Appendices

Time of test: 60 minutes.

General instructions:
These are two texts of a Reading Skills Test used as a pre-posttest for
web-based self-regulated learning strategies to develop EFL secondary
students’ reading Skills. In this, test students will read two text passages and
will be instructed of what to do in each task (question). Make sure that the
instructions are clear for the students.

The total score: 40 marks, 2 marks for each question

Read the passage. Then answer the questions below:
When you imagine the desert, you probably think of a very hot place
covered with sand. Although this is a good description for many deserts,
Earth’s largest desert is actually a very cold place covered with ice:
Antarctica.

In order for an area to be considered a desert, it must receive very little

rainfall. More specifically, it must receive an average of less than ten inches of
precipitation which can be rain, sleet, hail, or snow on the ground every year.
Antarctica, the coldest place on earth, has an average temperature that usually
falls below the freezing point. And because cold air holds less moisture than
warm air, the air in Antarctica does not hold much moisture at all. This is
evident in the low precipitation statistics recorded for Antarctica. For example,
the central part of Antarctica receives an average of less than 2 inches of snow
every year. The coastline of Antarctica receives a little bit more between seven
and eight inches a year. Because Antarctica gets so little precipitation every
year, it is considered a desert.

When precipitation falls in hot deserts, it quickly evaporates back into

the atmosphere. The air over Antarctica is too cold to hold water vapor, so
there is very little evaporation. Due to this low rate of evaporation, most of the
snow that falls to the ground remains there permanently, eventually building
up into thick ice sheets. Any snow that does not freeze into ice sheets becomes
caught up in the strong winds that constantly blow over Antarctica. These

127
 Appendices

snow-filled winds can make it look as if it is snowing. Even though snowfall is

very rare there, blizzards are actually very common on Antarctica.
Appropriateness Suitability
Passage
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

One 5 5 - 7 3 -

Questions
1) Which of the following sentences describes the main idea of the passage?
A. Earth’s Many Deserts B. Antarctica: The Coldest Place on Earth
C. A Desert of Ice D. Unusual Blizzards
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q1 8 2 - 5 5 -

2) Africa’s Sahara Desert is the second-largest desert on earth. Based on the

information in the passage, what characteristic must the Sahara share with
Antarctica?
A. low temperatures B. high temperatures
C. frequent blizzards D. precipitation
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q2 6 4 - 5 5 -

3) Which one of the following is the largest desert on the earth?

A. Sahara Desert B. Antarctica C. West Desert D. Sainai
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q3 8 2 - 7 3 -

4) In paragraph 2 the author writes, "And because cold air holds less moisture than warm
air, the air in Antarctica does not hold much moisture at all." Using this information, it can
be understood that
A. air in Africa holds more moisture than the air in Antarctica
B. air surrounding a tropical island holds less moisture than the air in
Antarctica
C. air in the second floor of a house is warmer than air on the first floor
D. air at the mountains is typically colder than the air at the beach
128
 Appendices

Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q4 8 2 - 7 3 -

5) According to the final paragraph, any snow that falls over Antarctica
A. becomes part of the Antarctic ice sheet B. doesn’t blow around by strong winds
C. evaporates back into the atmosphere D. will do nothing
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q5 6 4 - 6 4 -

6) As used in paragraph 2, which is the best definition for precipitation?

A. moisture in the air that falls to the ground B. any type of weather event
C. weather events that only happen in very cold areas
D. a blizzard that occurs in areas with limited snowfall
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q6 7 3 - 6 4 -

7) According to paragraph 1 the writer wants us to

A. accept a conclusion B. introduce an argument
C. provide a brief history D. deny a common belief
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q7 5 5 - 6 4 -

8) Based on the information in the final paragraph, it can be understood that

blizzards in Antarctica are mainly the result of
A. freezing cold temperatures B. large amounts of snowfall
C. low amounts of precipitation D. strong winds
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q8 7 3 - 6 4 -

129
 Appendices

9) Which one of the following introduces the topic sentence of the last paragraph?
A. The air over Antarctica is too cold to hold
B. most of the snow that falls to the ground remains permanently
C. When precipitation falls in hot deserts; it quickly evaporates...
D. freezing cold temperatures
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q9 6 4 - 6 4 -

10) The word less in the second line on paragraph 2 is

A. a noun B. an adverb C. a verb D. an adjective

Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 10 5 5 - 5 5 -

Read the short story. Then answer the questions below

Julio and his father had been looking forward to their fishing trip for weeks. They
didn't take much food with them on the trip. When they started fishing, they were quickly
approached by a forest ranger. He asked Julio's father if he had a fishing license. Julio's
father reached into his wallet and suddenly got a terrified look on his face. Julio was
disappointed that night as he ate dinner.
Appropriateness Suitability
Passage
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Two 4 6 - 4 6 -

Questions
11) What is this story about?
A. Julio’s father fishing license B. forest ranger
C. Julio and his father’s fishing trip D. the wallet of Julio’s father
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 11 6 4 - 7 3 -

12) Which one of the following sentences introduces the topic sentence?
A. They did not prepare much food for the trip
B. Julio's father was asked if he had a fishing license

130
 Appendices

C. Julio and his father had been looking forward to their fishing trip...
D. Julio and his father were very happy
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 12 7 3 - 6 4 -

13) What makes Julio’s father disappointed is

A. The loss his wallet B. forest ranger
C. The loss of his fishing license D. Julio
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 13 5 5 - 5 5 -

14) According to the story the word disappointed in the last line means …
A. discouraged B. pleased
C. worried D. sad
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 14 5 5 - 4 6 -

15) When did the forest ranger approach to Julio and his father?
A. When they started fishing B. After they finished fishing
C. Before they started fishing D. When they prepared for fishing
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 15 5 5 - 5 5 -

16) The word quickly in the second line is…

A. a noun B. an adverb
C. a verb D. an adjective
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 16 5 5 - 5 5 -

17) Why didn’t Julio and his father take much food with them on the trip?
A. They didn't want to eat too much B. They didn't have any food at their house
C. They wanted to eat the fish they caught D. They don't like to eat fish

131
 Appendices

Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 17 5 5 - 5 5 -

18) Which of the following is a conclusion that can be drawn about the story?
A. Julio wanted to have fish for dinner. B. Julio's mother does not like fish
C. It takes a long time to catch fish D. Julio's father is a better fisherman than Julio is.
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 18 6 4 - 5 5 -

19) Who is the responsible of what happened according to the writer’s opinion?
A. Julio’s father B. Julio
C. The ranger D. Julio’s mother
Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 19 5 5 - 4 6 -

20) What do you think Julio’s father will do next time?

A. Lose the wallet B. Bring the fishing license
C. Julio will not go fishing D. Practice fishing before going

Appropriateness Suitability
Item
Very appropriate Appropriate Inappropriate Very suitable Suitable Unsuitable

Q 20 6 4 - 5 5 -

132
 Appendices

Appendix (IV)
Self-Regulated Learning Strategies Checklist
Less Very
No Item Strategy Suitable
suitable suitable

1 I set goals for my reading in online

2 8
courses.

Goal setting
I set short-term (daily or weekly) goals
2 as well as long-term goals (monthly or 2 8
for the semester).
I keep a high goal for my reading in my
3 1 3 6
online courses.
I summarize the reading course in form
4 of questions and answers. During 10
revision, I answer questions first.

I ask myself a lot of questions about the

5 course material when studying for an 10
Self-evaluation

online course.
I communicate with my classmates to
6 find out how I am doing in my online 1 9
reading.
I outline the main idea of each paragraph
7 I read. 1 1 8

I write an outline after reading an

8 English article 2 8

I guess the meaning of new words from

9 the text. 1 9

I construct meaning of parts of texts that

are not understood (using questioning,
Self-Monitoring

10 ,making connections and visualizing to 1 9

construct meaning)
I stop and check to see if I understand
11 what I’m reading 1 9

12 I adjust my reading speed according to 1 9

the difficulty of the article
13 I use pictures, graphs, and charts to help 1 9

133
 Appendices

me understand.

14 I pay attention to what pronouns refer to 2 8

during reading
When I read any subject and finish it, I
15 reward myself by taking a break or 2 8
doing any enjoyable activity.

Time management
16 I do the required tasks on time and I do 1 9
not put them off.

17 Before reading, I set specific times for 1 9

breaks.
18 I organize my time and distribute it 2 8
among the required tasks
When reading, I try to connect the things
19 I am reading about with what I already 1 9
Elaboration
know.
20 I read extra texts to elaborate the scope 1 9
of a reading topic.
21 I always ask seniors about extra 2 8
information to add to what I read.
When I read material online, I say the
22 words over and over to myself to help
Rehearsal

1 9
me remember
23 I teach someone else the material I read 2 8
online and ask questions
I try to take more notes for my online
24 courses because notes are important for 2 8
Organization

learning online than in a regular

classroom
25 I classify the reading material into 1 9
sections under specific headings.
26 I organize the headings into categories 2 8
that can be referred to when needed.
27 I ask classmates when I have questions
2 8
about something I read online
Help Seeking

28 I ask teachers and experts about any

1 9
problematic.
I can consult different sources (e.g. web,
29 references, etc) to pick answers for 1 1 8
occurring problems.

134
 Appendices

Appendix (V)
The English Version of the pre/post self-regulated
learning strategies questionnaire
Dear student,
Please respond to the following statements about using SRLSs while reading
texts in English language according to the scale on the right.
Name: ------------------- Class ----------------------
Scale
No. Statement Strongly Strongly
Disagree undecided Agree
disagree agree

I set goals for my reading in

1
online courses.
I set short-term (daily or
weekly) goals as well as
2
long-term goals (monthly or
for the semester).
When reading, I try to
connect the things I am
3
reading about with what I
already know.
I read extra texts to
4 elaborate the scope of a
reading topic.
I always ask seniors about
5 extra information to add to
what I read.
When I read material online,
I say the words over and
6
over to myself to help me
remember
I teach someone else the
7 material I read online and
ask questions

135
 Appendices

I try to take more notes for

my online courses because
8 notes are important for
learning online than in a
regular classroom
I classify the reading
9 material into sections under
specific headings.
I guess the meaning of new
10
words from the text.
I construct meaning of parts
of texts that are not
understood(using
11
questioning, making
connections and visualizing
to construct meaning)
I pay attention to what
12 pronouns refer to during
reading
I adjust my reading speed
13 according to the difficulty of
the article
I use pictures, graphs, and
14 charts to help me
understand.
I stop and check to see if I
15 understand what I am
reading.
When I read any subject and
finish it, I reward myself by
16
taking a break or doing any
enjoyable activity.
I ask teacher and classmates
17 about any problems that I
face while reading online.

136
 Appendices

I can consult different

sources (e.g. web,
18 references, etc.) to find
answers for occurring
problems.
I do the required tasks on
19 time and I do not put them
off.
Before reading, I distribute
time among the required
20
tasks and set specific times
for breaks.
I summarize the reading
course in form of questions
21 and answers. During
revision, I answer questions
first.
I ask myself many questions
about the reading when
22
studying for an online
course.
I communicate with my
classmates to find out how I
23
am doing in my online
reading.
I outline the main idea of
24
each paragraph I read.

I write an outline after

25
reading an English article

a)

137
 ‫‪Appendices‬‬

‫)‪Appendix (VI‬‬
‫استبيان استخدام استراتيجيات التعلم الذاتي المنظم أثناء قراءة موضوعات اللغة‬
‫اإنجليزية‬
‫عزيز ا طا ب‬
‫من فضلك اق أر ا عبارات ا تا ية عن استخدام استراتيجيات ا تعلم ا ذاتي ا م ظم أث اء قراءة موضوعات‬
‫ا لغة اا جليزية واختر من ا مقياس درجة موافقتك على كل عبارةي‬
‫ا صف‪ :‬ىىىىىىىىىىىىىىىىىىىىى‬ ‫ااسم‪ :‬ىىىىىىىىىىىىىىىىىىىىىىىىى‬
‫ا‬
‫أوافق‬ ‫ا‬ ‫ا‬
‫أوافق‬ ‫أوافق‬
‫بشدة‬ ‫أوافق أدري‬ ‫العبــــــــــــــــارة‬ ‫م‬
‫(‪)4‬‬ ‫بشدة‬
‫(‪)5‬‬ ‫(‪)3‬‬ ‫(‪)2‬‬
‫(‪)1‬‬

‫أحدد أهدافي قبل ا قراءة عبر اا ترت‬ ‫‪1‬‬

‫(يومية – أسبوعية) كما أضع‬ ‫أضع أهداف قصيرة ا مد‬

‫‪2‬‬
‫أهداف طويلة ا مد (شهر أو لفصل ا دراسي)ي‬

‫ع د ا قراءة‪ ،‬أحاول ربط محتو ا قراءة مع ما أعرفه با فعل‬ ‫‪3‬‬

‫أق أر صوص إضافية توضيح موضوع ا قراءة‬ ‫‪4‬‬

‫دائما ما أسأل كبار ا سن عن معلومات إضافية إثراء ما‬

‫‪5‬‬
‫أق أر‬

‫ع د قراءة موضوع على اا ترت‪ ،‬أقول ا لمات م ار ار‬

‫‪6‬‬
‫وت ار اًر فسي لمساعدة على ا تذكر‬

‫أقوم بتدريس ما أقرؤ شخص آخر وأسأ ه بعض اأسئلة‬ ‫‪7‬‬

‫أدون ماحظات كثيرة عن دروسي عبر اا ترت أ ها‬

‫‪8‬‬
‫أ ثر أهمية لتعلم عبر اا ترت ع ها في ا فصول ا عادية‬

‫أقسم موضوع ا قراءة إ ى أجزاء تحت ع اوين محددة‬ ‫‪9‬‬

‫‪ 10‬أخمن مع ى ا لمات ا جديدة من خال سياق ا صي‬

‫‪138‬‬
 ‫‪Appendices‬‬

‫أفهم مع ى اأجزاء ا غامضة من ا ص باستخدام وسائل‬

‫‪11‬‬
‫مثل اأسئلة وا تخيل ا بصر‬

‫‪ 12‬أو ي اهتمام ا ى ما تعود عليه ا ضمائر أث اء ا قراءة‬

‫‪ 13‬أعدل سرعة ا قراءة طبقاً صعوبة ا مقال أو ا قطعة‬

‫‪ 14‬أستخدم ا صور‪ ،‬اأشكال وا رسوم مساعدتي على ا فهم‬

‫‪ 15‬أتوقف أحيا اً أث اء ا قراءة أتأ د من فهمي ما أق أر‬

‫موضوع أ افئ فسي بإحد‬ ‫ع د اا تهاء من قراءة أ‬

‫‪16‬‬
‫شاط ترفيهي ممتع)‬ ‫هذ ا طرق (استراحة أو عمل أ‬

‫مشا ل‬ ‫أطلب مساعدة ا معلم وا زماء ع د حدوث أ‬

‫‪17‬‬
‫أث اء ا قراءة عبر اا ترت‬

‫أرجع إ ى مصادر مختلفة مثل (اا ترت‪ ،‬ا مراجع) إيجاد‬

‫‪18‬‬
‫حلول لمشا ل ا موجودة‬

‫‪ 19‬أؤد ا مهام ا مطلوبة في ا وقت ا محدد ها وا أؤجلها‬

‫أقوم بتوزيع ا وقت بين ا مهام ا مطلوبة كما أحدد أوقات‬

‫‪20‬‬
‫ا راحة قبل ا بدء في ا قراءة‬

‫درس ا قراءة في صورة أسئلة‬ ‫أقوم بتلخيص محتو‬

‫‪21‬‬
‫وأجوبة‪ ،‬وع د ا مراجعة أقوم بإجابة اأسئلة أوا‬

‫اسأل فسي أسئلة عديدة حول ا ص ع د قراءة درس عبر‬

‫‪22‬‬
‫اا ترت‬

‫أتواصل مع زمائي إعطاء تغذية راجعة عن ا قراءة عبر‬

‫‪23‬‬
‫اا ترت‬

‫‪ 24‬اقوم باستخراج ا فكرة ا رئيسة ل فقرة أقرؤهاي‬

‫‪ 25‬أ تب ملخص بعد قراءة ص با لغة اا جليزيةي‬

‫‪139‬‬
 Appendices

Appendix (VII)
The Governmental Approval for Carrying on the Study

140
 Appendices

Appendix (VIII)
Sessions of the Program

Strategies for training:

Planning:
Having short and long-term goals while reading online.
Elaboration:
Having the ability to connect prior knowledge with new one and explore extra
reading texts to elaborate the scope of reading.
Rehearsal:
Knowing when to use certain tips to increase the rehearsal level such as
repeating and teaching others.
Organization:
Taking notes while reading and classifying the reading into sections.
Self-Monitoring:
Following self-monitoring tips while reading such as guessing new words and
construct meaning of non-understood parts using visualizing.
Self-Reward:
Attempting to change the routine by taking breaks after completing the reading.
Help Seeking:
Asking for help from teacher and classmates in addition to use different sources
such as references and web to find answers for occurring problems.
Time Management:
Having the ability to distribute the time and do the required tasks on time.
Self-Evaluation:
Following certain evaluation tips such as asking questions, outline main ideas
and writing summary after reading.

141
 Appendices

Session (1)
Objectives:

By the end of this session, students will be able to:

• Distinguish the main idea from supporting details.
• Identify and practice past and present tenses.
• Practice using cognitive self-regulation strategies (elaboration –
rehearsal)

Teaching aids:

• White-board.
• Short story papers
• The website.

Time Frame: (45 minutes)

Procedures:

• Planning and preparation: (15 minutes)

➢ The researcher asks students to write two sentences using simple form of
present simple tense. In addition, other two sentences using simple form
of past simple tense.
➢ The researcher trains students how to recognize the main idea by

142
 Appendices

following these steps:

➢ The researcher trains the students using cognitive self-regulated learning
strategies (SRLSs) while reading i.e. elaboration and rehearsal.
➢ Ss can use Elaboration to add to the passage they read by: -
- Connecting the things, they are reading about with what they already
know.

- Read extra text to elaborate the scope of reading.

- Ask seniors about extra information to add to their knowledge.
➢ Ss repeat the new words to help them remember according to Rehearsal
strategy.

• Practice: (15 minutes)

The researcher asks students to turn on the pcs and surfing the web on the
following link:https://sites.google.com/site/webbasedselfregulatedlearning/

Activity (1): Read the following passage then answer the questions:

Professor Magdi Yacoub is a world-famous heart surgeon. He was born in

Egypt in the village of Belbis in 1935, the son of a surgeon who worked in

143
 Appendices

different places around the country. The family had to move every few years, so
Yacoub learnt to adapt to different situations and enjoyed meeting different
people. When his aunt died because of a heart problem, He decided to become a
heart surgeon. He studied medicine at Cairo University and qualified in 1957. In
the 1960s, he taught at Chicago University in the USA and worked with many
of the world's best heart surgeons.
• This passage is about.
-----------------------------------------------------------------------------------------
• Write the main idea of this passage.
-----------------------------------------------------------------------------------------
• What do you know more about Magdi Yacoub?
-----------------------------------------------------------------------------------------
• Yacoub learnt to adapt to different situations and meet different people as
a result of……………………………………………………………..……
• Monitoring:(10 minutes)
The teacher asks students if they followed steps mentioned above to
recognize the main idea of the text they read. If yes, students will write these
strategies or tips again to keep remembering them. Students also will be asked
to clarify how they face the difficulties existed while recognizing the main idea,
was the main idea clear from the title or they have to read more and more to
recognize it.

144
 Appendices

• Evaluation: (5 minutes)

The teacher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item
1- I understood what I read.

2- I recognize the main idea

easily
3- I followed certain steps
while outlining the main
idea
4-I connected the things I
was reading about with
what I already know
5- I read extra texts to
elaborate the scope of a
reading topic.
6-I said the words over and
over to myself to help me
remember.

145
 Appendices

Session (2)
Objectives:
By the end of this session, students will be able to:
• Recall facts and details
• Describe like and dislikes.
• Practice using cognitive self-regulation strategies (Organization)

Teaching aids:

• White-board.
• Note papers
• The website.

Time Frame: (45 minutes)

Procedures:

• Planning and preparation: (15 minutes)

➢ Asking the students about the jobs they would like to have after they
finish their education, and why they would like to have these jobs.
➢ The researcher trains students to read correctly to recall facts and details
by making them know that good reader recall facts and details in a

reading passage by thinking about the main idea as the following:

➢ The researcher trains the students using cognitive self-regulated learning
strategies (SRLSs) while reading i.e. organization by following these
tips:-

146
 Appendices

- Taking more notes for their reading because notes are important and
can help them in recalling facts and details.

- Classifying the reading passage into sections under specific headings

to help them understand.

• Practice: (15 minutes)

The researcher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the rest of lesson one passage on the web
carefully from “now Yacoub had the qualifications” to the end of the passage
using organization strategy and certain tips for recalling facts and details. Then
the researcher asks students to answer the online exercise.

• Monitoring: (10 minutes)

The researcher asks students if they followed steps mentioned above to recall
facts and details while reading. If yes, students will write these strategies or tips
again to keep remembering them. Students also will be asked to clarify how
they face the difficulties existed while recalling facts and details.

147
 Appendices

• Evaluation: (5 minutes)

The teacher asks the students to reply to the following:

Response 1 2 3
I need to keep I did well at WOW! I did
Item working on this this very well at this.

1- I understood what I read.

2- I try to take more notes

for my online courses
because notes are important

3- I classify the reading

material into sections under
specific headings

4- I followed certain steps

while recalling facts and
details in reading.

148
 Appendices

Session (3)
Objectives:

By the end of this session, students will be able to:

• Guess the meanings of unknown words.
• Write and read sentences containing liking words.
• Practice using metacognitive self-regulation strategies (Goal setting and
planning)
Teaching aids:
• White-board.
• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)

➢ Asking the students to tell me the names of any countries they know in
the world, make them write on papers what countries they want to visit
➢ Asking the students to tell me any information they know about the
novel, “Gulliver’s Travels” and the author Jonathan Swift.
➢ The researcher trains students to read correctly to guess the meanings of
unknown words by doing following:
- Looking at the vocabulary around it or its contexts.
- Look for pictures can help you guessing the meaning.

149
 Appendices

- Know that the unknown word is equated to a more familiar word.

➢ The researcher trains the students using metacognitive self-regulated
learning strategies while reading i.e. goal setting and planning by
following these tips: -
- Set goals for reading in online courses. These goals should be specific,
measurable, attainable, relevant and time bounded
- These goals can be short-term (daily or weekly) goals or long-term
goals (monthly or for the semester).

• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the first paragraph of the lesson entitled
Gulliver's Voyage to Lilliput. While reading students will apply goal setting
and planning strategy. First they will be asked to set goals for their reading such
as identifying the main idea, self-correction of mispronounced words when
reading and guess the meaning of difficult words. The word giant in the second
is considered difficult word so, students will be asked to identify the meaning of
it by the previous tips. Then the teacher asks students to answer the online
exercise.

150
 Appendices

Ex. What are these words mean, then put their in meaning sentences?
a- Giant ----------------------------------------------------------------------------

b- Shipwrecked ------------------------------------------------------------------------

• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to guess the
meaning of unknown words. If yes, students will write these strategies or tips
again to keep remembering them. Students also will be asked to clarify how
they face the difficulties existed while guessing unknown words and setting
goals. Also students will be monitored to apply goal setting strategy before,
during and after reading.

• Evaluation: (5 minutes)

The teacher asks the students to reply to the following:

1
2 3
Response I need to
I did well WOW! I did
keep working
at this very well at this.
Item on this
1- I understood what I read.
2- I set goals for my reading
in online courses.
3-I set short-term (daily or
weekly) goals as well as
long-term goals (monthly
or for the semester).
4- I followed certain steps
while guessing the meaning
of difficult words

151
 Appendices

Session (4)
Objectives:

By the end of this session, students will be able to:

• Read for specific information.
• Write and read sentences containing liking words.
• Practice using metacognitive self-regulation strategies (self-Monitoring)

• White-board.
Teaching aids:

• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:

• Planning and preparation: (15 minutes)

➢ Students will be asked to write short paragraph about what happened to

Gulliver after the people of Lilliput saw him.
➢ The researcher trains students to read for specific information by
understanding and doing the following:
- Reading for specific information involves understanding what kind of
information you’re looking for.
- Locating information and then reading the relevant part carefully to
get a full and detailed understanding
➢ The researcher trains Ss in using metacognitive self-regulated learning
strategies while reading i.e. Self-Monitoring by following these tips: -
- Guess the meaning of new words from the text and using questioning?
- Construct meaning of parts of texts that are not understood using
visualization

152
 Appendices

- Construct meaning of parts of texts that are not understood using

making connections.

• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/
Students will be asked to read the second and third paragraph of the lesson
entitled Gulliver's Voyage to Lilliput. While reading students will apply self-
monitoring strategy tips as they trained on while the preparation phase.

Ex.

1- What is the meaning of the word “ridiculous” in the last line of the
second paragraph?................................................................................
2- How did Gulliver help the people in the island?
…………………….………………………………………………….
3- Was the king happy or not of what happened?
………………………………………………………………………..
4- What did the king decide to do with Gulliver?
……………………………………………………………………….
• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to read for
specific information. If yes, students will write these strategies or tips again to
keep remembering them. Students also will be asked to clarify how they face
the difficulties existed while reading for specific information and self-
monitoring themselves while reading.

153
 Appendices

• Evaluation: (5 minutes)

The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item
1- I understood what I read.
2- I guess the meaning of
new words from the text
3- I construct meaning of
parts of texts that are not
understood using
visualization, questioning
and making connections.

154
 Appendices

Session (5)
Objectives:
By the end of this session, students will be able to:
•Identifying parts of speech
•Revise past verb tenses.
•Practice using metacognitive self-regulation strategies (self-Monitoring).
Teaching aids:
•Data Show
•The website.
•Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ Students will be asked to outline their favorite methods of shopping and if
anyone accomplished online shopping before, what did he or she buy?
➢ The researcher trains students in identifying parts of speech while reading
by understanding the following Chart:

➢ The researcher trains Ss in using metacognitive self-regulated learning

strategies while reading i.e. Self-Monitoring by following these tips: -

155
 Appendices

5- Pay attention to what pronouns refer to during reading.

6- Adjust reading speed according to the difficulty of the passage to fit the
text and purpose.

7- stop and check if the text understood or not by answering considering

these steps.

• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/.
Students will be asked to read the first and second paragraph of the lesson
entitled Online Shopping. While reading students will apply self-monitoring
strategy tips as they trained on while the preparation phase.
Ex.
1- Mention some activities of computers?
………………………………………………………………………
2- What parts of speech are these words?

156
 Appendices

use ……………. fastest ………….. computer …………..

3- the word it in the last line on paragraph 2 refers to
……………………………………………………………………….

• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to

identify parts of speech while reading online. If yes, students will write these
strategies or tips again to keep remembering them. Students also will be asked
to clarify how they face the difficulties existed while identifying parts of speech
and self-monitoring themselves while reading.

• Evaluation: (5 minutes)

The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item
1-I paid attention to what
pronouns refer to.
2-I stop and check to see if
I understand what I was
reading.
3-I adjust reading speed
according to the difficulty
of the passage.

157
 Appendices

Session (6)
Objectives:
By the end of this session, students will be able to:
• Identifying the topic sentence of a paragraph
• Revise past verb tenses.
• Practice using motivational self-regulation strategies (self-reward).
Teaching aids:
• The Board
• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ The researcher asks Ss to outline some different activities of computer in
our life and its influence.
➢ The researcher trains students in identifying the topic sentence of a
paragraph while reading by understanding the following:

158
 Appendices

➢ The researcher trains Ss on using motivational self-regulated learning

strategies while reading i.e. self-reward.
➢ The researcher asks students to apply self-reward strategy when they read
any subject and finish it by doing one of these activities: -
4- Reward yourself by taking a break.
5- Doing any enjoyable activity

• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the third paragraph of the lesson entitled
Online Shopping. While reading students will apply self-reward strategy tips as
they trained on while the preparation phase.
Ex.
6- What is the topic sentence of the third paragraph?
………………………………………………………………………
7- While he was............on the internet, he found a less money camera.
Serving surfing wondering
8- Shopping on the internet makes buying things easier than ......one
Classical conditional traditional

159
 Appendices

• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to identify
the topic sentence. If yes, students will write these strategies or tips again to
keep remembering them. Students also will be asked to clarify how they face
the difficulties existed while identifying topic sentence and how they self-
reward themselves after reading.

• Evaluation: (5 minutes)

The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item

1-Iunderstood what I read.

1-I identified the topic

sentence of each paragraph
I read.
3-When I read any subject
and finish it, I reward
myself by taking a break or
doing any enjoyable
activity.

160
 Appendices

Session (7)
Objectives:
By the end of this session, students will be able to:
• Infer cause and effect relationships
• Discuss the benefits of cooperation
• Use future tense verbs (will, going to and present continues)
• Practice using Motivational Self-Regulation Strategies (Help-Seeking).
Teaching aids:
• The Board
• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ The researcher asks Ss to work on groups and write some sentences about
cooperation between them in the school.
➢ The researcher trains students in inferrring cause and effect relationships
while reading by understanding the following:

1- Cause is what makes something happen. (why)

2- Effect is what happen.
3- Key words because, if, so, as a result, due to …. etc.

161
 Appendices

Example:
I stayed home from school because I had the flu
➢ The researcher trains Ss on using motivational self-regulated learning
strategies while reading i.e. help-seeking by guiding them try to do the
following tips:
1- Ask the teacher about any problems that you face while reading online.
2- Ask your classmate if you don’t know something.
3- Try different sources (e.g. web, references, etc.) to find answers for
occurring problems.
• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the first and second paragraph of the
lesson entitled Cooperation. While reading students will apply help-seeking
strategy tips as they trained on while the preparation phase.
Ex.
1- What is the meaning of the word “cooperation”?
………………………………………………………………………
2- “Pass the ball to all players” what this sentence indicates?
………………………………………………………………………

162
 Appendices

3- Cooperation is considered cause or effect according to first and second

paragraph?
………………………………………………………………………….
• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to infer
cause and effect relationships while reading. If yes, students will write these
strategies or tips again to keep remembering them. Students also will be asked
to clarify how they face the difficulties existed while inferring cause and effect
relationships and how they apply help-seeking strategy while reading online.

• Evaluation: (5 minutes)

The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item

1-I understood what I read.

2-I inferred cause and effect

relationships.
3-I asked teacher and
classmates about problems
that I faced while reading
online.
4-I consult different sources
(e.g. web, references, etc.)
to find answers for
occurring problems.

163
 Appendices

Session (8)
Objectives:
By the end of this session, students will be able to:
• Infer sequences while reading
• Practice future tense verbs (will, going to and present continues)
• Practice using Motivational Self-Regulation Strategies (Time
Management).
Teaching aids:
• The Board
• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ The researcher asks students to outline teamwork principles based on
their experience.
➢ The researcher trains students to infer sequence events while reading by
figuring out something that wasn’t completely explained in the reading
text using clues words as the following chart.

164
 Appendices

➢ The researcher trains Ss on using motivational self-regulated learning

strategies while reading i.e. time-management by guiding them try to do
the following tips:
1- Before reading, distribute time among the required tasks.

2- Set specific times for breaks.

3- Do the required tasks on time and do not put them off.
• Practice: (15 minutes)
The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/.
Students will be asked to read the third and fourth paragraph of the lesson (4)
entitled Cooperation. While reading students will apply time-management
strategy tips as they trained on while the preparation phase.
Ex.
1- How can animals cooperate?
………………………………………………………………………
2- Is there any relationship between time-management and cooperation?
………………………………………………………………………
3- Use these sentence “Imagine what would happen if a nurse refused to
help a doctor” in the last paragraph to write what will happen.
………………………………………………………………………….
• Monitoring: (10 minutes)
The teacher asks students if they followed steps mentioned above to infer
sequences while reading. If yes, students will write these strategies or tips again
to keep remembering them. Students also will be asked to clarify how they face

165
 Appendices

the difficulties existed while inferring sequences and how they apply time-
management strategy while reading online.
• Evaluation: (5 minutes)
The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item

1- I understood what I read.

2- I inferred sequences
while reading.

3- I do the required tasks on

time and I do not put them
off.
4- Before reading, I
distribute time among the
required tasks.
5- I set specific times for
breaks

166
 Appendices

Session (9)
Objectives:
By the end of this session, students will be able to:
• Identify writer’s attitude.
• Practice definite and indefinite articles
• Give opinions
• Practice using Metacognitive Self-Regulation Strategies (Self-
Evaluation).
Teaching aids:
• The Board
• Data Show
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ The researcher asks students to work on groups and talk about the stories
or novels they have read and the information they know about their
authors. They can write their answers on papers.
➢ The researcher trains students to identify the writer’s attitude through the
following:
4- The writer’s use of descriptive words or his language will reveal his
perspective.
5- Students must read between lines to feel the author’s attitude.

167
 Appendices

➢ The researcher trains Ss on using metacognitive self-regulated learning

strategies while reading i.e. self-evaluation by guiding them try to do the
following tips:
1- Try to outline the main idea of each paragraph you read.

2- Ask yourself some questions about the passage when reading online such
as Can I describe the main idea?

3- Communicate with your classmates to find out how you are doing in your
online reading.
• Practice: (15 minutes)
The teacher asks students to turn on the pcs and surfing the web on the
following link: https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the first two paragraphs of the lesson (5)
entitled Lord of the Flies. While reading students will try to identify writer’s
attitude and apply self-evaluation strategy tips as they trained on while the
preparation phase.

168
 Appendices

Ex.
1- True or False: The boys make a fire to keep warm?
………………………………………………………………………
2- Complete the first space with suitable word?
………………………………………………………………………
3- After reading the first two paragraphs, what do you think of the writer’s
attitude?
………………………………………………………………………….
• Monitoring: (10 minutes)
The teacher asks students if they followed steps mentioned above to identify
writer’s attitude while reading. If yes, students will write these strategies or tips
again to keep remembering them. Students also will be asked to clarify how
they face the difficulties existed while identifying writer’s attitude and how they
apply self-evaluation strategy while reading online.
• Evaluation: (5 minutes)
The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item

1- I understood what I read.

2- I identified writer’s
attitude from his words.
3- I outlined the main idea
of each paragraph I read.
4- I Communicated with
my classmates to find out
how I am doing in my
online reading.

169
 Appendices

Session (10)
Objectives:
By the end of this session, students will be able to:
• Draw conclusions
• Practice definite and indefinite articles
• Recognize qualities needed for leadership
• Practice using Metacognitive Self-Regulation Strategies (Self-
Evaluation).
Teaching aids:
• The Board
• The website.
• Note papers
Time Frame: (45 minutes)
Procedures:
• Planning and preparation: (15 minutes)
➢ The researcher asks students to work on groups and write on papers what
their opinions about the boys thinking when they were lost in the island.
➢ The researcher trains students to draw conclusions by knowing the
following:
1- Writers don’t always explain what happens in their writing so students
can use some clues in the text to figure out what is not said

170
 Appendices

➢ The researcher trains Ss on using metacognitive self-regulated learning

strategies while reading i.e. self-evaluation by guiding them try to do the
following tips:
2- Summarize the reading in form of questions and answers. During
revision, answer questions first.

Summarizing helps student to evaluate their ability to recall information from

their own after reading close text.
3- Write an outline after reading an online English text.

An outline is a good way to organize students’ ideas about what they already
read by highlighting important points which focus on the topic and helps them
to self-evaluate themselves. Students can refer to important points when writing
an essay.

171
 Appendices

• Practice: (15 minutes)

The teacher asks students to turn on the pcs and surfing the web on the
following link:
https://sites.google.com/site/webbasedselfregulatedlearning/

Students will be asked to read the last two paragraphs of the lesson (5)
entitled Lord of the Flies. after reading students will try to draw conclusions of
what they expected and apply self-evaluation strategy tips as they trained on
while the preparation phase.
Ex.
1- True or False: The boys make a fire to keep warm?
………………………………………………………………………
2- Complete spaces with suitable words?
………………………………………………………………………
3- After reading the passage, write an outline of important points?
………………………………………………………………………….
4- Use the last sentence of the passage to draw a suitable conclusion to the
story?
………………………………………………………………………………………………………
………………………………………………………………………………………………………

172
 Appendices

• Monitoring: (10 minutes)

The teacher asks students if they followed steps mentioned above to draw
conclusions after reading. If yes, students will write these strategies or tips again
to keep remembering them. Students also will be asked to clarify how they face
the difficulties existed while drawing conclusions and how they apply self-
evaluation strategy while reading online.

• Evaluation: (5 minutes)

The researcher asks the students to reply to the following:

1 2 3
Response
I need to keep I did well at WOW! I did
working on this this very well at this.
Item

1- I understood what I read.

2- I drew conclusions from

his words after reading
based on text clues.
3- I summarize the reading
course in form of questions
and answers. During
revision, I answer questions
first.
4- I write an outline after
reading an English article

173
 Appendices

Appendix (IX)
Screenshots of the Site

174
 Appendices

175
 Appendices

176
 Appendices

Appendix (X)
Names of the Jury Members
Names of Jury Position
Professor of Curriculum & Instruction
Dr. Badran AbdelHameed Hassan (TEFL), Faculty of Education,
Mansoura University.
Professor of Curriculum & Instruction
Dr. Fatma Al- Maghreby (TEFL), Faculty of Education,
Zagazig University.
Professor of Curriculum&
Dr. Mona Salem Zaza Instruction (TEFL). Faculty of
Education. Banha University
Professor of Curriculum &
Dr. Salah El Din Badr
Instruction, Faculty of Education,
Professor of Curriculum&
Dr. Eman Mohammed AbdulHaq Instruction (TEFL). Faculty of
Education. Banha University
Professor of Curriculum &
Dr. Azza Hamdy Al- Marsafy Instruction (TEFL), Faculty of
Education, Zagazig University.
Professor of Curriculum &
Dr. Ahmed Abdel Salam Edris Instruction (TEFL), Faculty of
Education, Zagazig University.
Professor of Curriculum &
Dr. Ahmed Abdel Salam Harb Instruction (TEFL), Faculty of
Education, Zagazig University.
Associate professor of Curriculum &
Dr. Micheal Abd Elmessih Instruction (TEFL), Faculty of
Education, Zagazig University.
Lecturer of Curriculum & Instruction
Dr. Ibrahim Hassan Raslan (TEFL), Faculty of Education,
Mansoura University.
Lecturer of Curriculum & Instruction
Dr. Samah Rizk Hassan (TEFL), Faculty of Education,
Mansoura University.
Lecturer of Curriculum & Instruction
Dr. Rehab Hamadtoh Abu Al- ghait
(TEFL), Faculty of Education,
Gohar
Mansoura University.

177
Arabic Summary
 ‫الملخص العربي‬

‫المقدمة واإحساس بالمشكلة‪:‬‬

‫أصبح تعلم اللغة اإنجليزية مطلباً في الوقت الحاضر‪ ،‬تعد اللغة اإنجليزية هي اللغة اأ ثر‬
‫استخداما في العالم‪ ،‬ويتطلب تعلم اللغة اإنجليزية إدراك الطاب أهمية مهارات اللغة اأربع ; ااستماع‪،‬‬
‫التحدث‪ ،‬القراءة وال تابة‪ ،‬تعتبر القراءة واحدة من أهم المهارات التي يجب لمتعلم اللغة اأجنبية أن يكتسبها‬
‫في المقام اأول؛ أنه يجب أن يتعلم القراءةي‬

‫تعتبر القراءة مؤش اًر هاماً للتقدم الدراسي في المدارس؛ فمن خال القراءة يكتسب الطاب المعلومات‬
‫واأفكار التي تمكنهم من القدرة على ال ام وال تابة‪ ،‬وا ينبغي لها أن تعتمد على ااستماع فقط؛ أن‬
‫الخطاب أسرع بكثير من القراءة‪ ،‬حتى حل الرياضيات والعلوم يعتمد على مهارات القراءة & ‪(Cornoldi‬‬
‫)‪Oakhill,1996‬ي القراءة ;هي عملية ت وين المعنى التي تضم التأمل الذاتي للمتعلم وغيرها من خال‬
‫التفكير بصوت عالي )‪(Wilhelm, 2001‬ي‬

‫للقراءة دور مهم جدا في المدارس الثانوية؛ أنها تساعد طاب هذ المرحلة على ا تساب معلومات‬
‫عن مختلف الثقافات والعادات‪ ،‬بااضافة إلى ذلك الطاب الذين هم اساسا أقوياء في القراء ويتلقون‬
‫التشجيع في المنزل قادرون على التفوق الدراسي ‪ ،(Yubune, Kanda &Tabuchi, 2007).‬وبالمثل‬
‫ذكر )‪ Nasr (2011‬أن مهارة القراءة تعتبر أهم مهارة من مهارات اللغة اأربع خاصة في البلدان التي‬
‫تستخدم اللغة اإنجليزية كلغة أجنبية أو لغة ثانيةي‬

‫ا يزال ال ثير من الطاب يواجهون مشا ل في إتقان مهارة القراءة‪ ،‬كما أن إشراك هؤاء الطاب‬
‫في ممارسات القراءة النشطة يمكن أن يساعد على انخراطهم أ ثر في عملية القراءة ‪(Glencoe & Hill,‬‬
‫‪ ،2003).‬على الجانب اآخر‪ ،‬فإن الطاب الذين يجيدون القراءة يقومون باستخدام مجموعة متنوعة من‬
‫إستراتيجيات الفهم قبل وأثناء وبعد قراءة النص‪ ،‬إن هؤاء القراء الجيدون يستخدمون إستراتيجيات الفهم‬
‫لتسهيل بناء المعنى‪ ،‬وتشمل هذ اإستراتيجيات ‪ :‬معاينة النص‪ ،‬التساؤل الذاتي‪ ،‬ربط المعني‪ ،‬التخيل‬
‫البصر ‪ ،‬معرفة ما تعني ال لمات ‪ ،‬التوجيه ‪ ،‬التلخيص وأخي اًر التقييم‪ ،‬وير الباحثون أن استخدام هذ‬
‫اإستراتيجيات تساعد الطاب للوصول إلى ما وراء اإدراك أثناء القراءة ‪(McLaughlin & Allen,‬‬
‫)‪2002‬‬

‫يعتبر الفهم القرائي جزءاً من الفصول طالما كانت هناك مدارس‪ ،‬فالطلبة الراغبون في القراءة‬
‫والمعلمون يريدون تشجيع وتقييم فهمهم‪ ،‬وفهم معنى النص سواء كان عبارة عن كلمات أو أرقام أو صور‬
‫في شكل نص مطبوع أو شكل رقمي هو الهدف اأسمى لعملية للقراءة‪ ،‬ا بد أن يكون تعليم وتقييم الفهم‬
‫القرائي أهم نتائج الحركات ااصاحية الرامية إلى تطوير وتحسين تعليم ومناهج القراءة على اأقلي تعتبر‬
‫ااتجاهات خال السنوات الخمس أو الست الماضية مشجعة في هذا الصدد‪(Snow, 2003) ،‬ي تم تدعيم‬
‫وجه إلى محنة القراء اأ بر سناً حيث يعتبر الفهم‬ ‫التركيز على الفهم القرائي عن طريق ااهتمام الذ‬

‫‪1‬‬
 ‫الملخص العربي‬

‫القرائي بالنسبة لهم هو الهدف والعائق في نفس الوقت )‪(Biancarosa & Snow, 2006‬ي‬

‫ت وين معني النص بطريقة مفهومة وأ ثر ارتباطا للقارئ‪ ،‬هو النقطة المهمة في الفهم القرائي‬
‫)‪ ، (Tompkins, 2007‬ومن الواضح أن العديد من الطاب في المدارس يواجهون صعوبات في القراءة‬
‫والتي ترجع إلى عدة اسباب ‪ ،‬مثل ‪ :‬قلة ممارسة القراءة ‪ ،‬أو سوء اأساليب المستخدمة في تعلم القراءة‪،‬‬
‫و في هذا السياق لخص )‪ "Alemu (2004, p.252‬ا يزال المعلمون يعتنقون‪ ،‬ويتبعون اأساليب‬
‫التقليدية لتعلم وتعليم اللغة"؛ لذلك فإن الطاب في حاجة إلى التدريب في بيئات مختلفة لتعزيز مهارات‬
‫القراءة والفهمي‬

‫تطبيق اأساليب الحديثة في تعليم وتعلم اللغة اإنجليزية كلغة أجنبية يعطى المتعلمين فرص أ ثر‬
‫للمشاركة النشطة‪ ،‬وقد تم ااعتراف بتقنيات اإنترنت لما لها من آثار إيجابية على تعلم القراءة وال تابة‬
‫داخل وخارج سياق المدرسة )‪ ، (Hull & Schultz, 2001‬في الواقع أصبحت تقنيات اإنترنت جزءاً من‬
‫الحياة اليومية لطاب المدارس‪ ،‬ا سيما في مجال النصوص ااعامية )‪ ،(Lebo, 2003‬فإن شبكة‬
‫اإنترنت تمد الطاب بموارد وفرص عديدة ‪ ،‬كما تقدم تحديات للمهتمين بمعرفة القراءة وال تابة ‪(Spires‬‬
‫)‪ ،& Estes, 2002‬تعتبر القراءة والبحث عن المعلومات على اإنترنت عملية تفاعلية بين القارئ والنص‬
‫التشعبي )‪ (Wang, Hawk, & Tenopir, 2000‬ي‬

‫‪ Levine,‬وآخرون‪ (2000),‬اتفقوا على أن استخدام اإنترنت من أجل تحسين الفهم القرائي لد‬
‫الطاب بصفة خاصة ‪ ،‬أمر مقبول على نطاق واسع‪ ،‬و يختلف التعلم القائم على اإنترنت عن التعلم‬
‫التقليد داخل الفصول الدراسية‪ ،‬ففي الفصول الدراسية التقليدية‪ ،‬غالبا ما تتجاوز أنشطة المعلم مشاركة‬
‫المتعلم‪ ،‬يحدد المعلم إلى حد كبير استخدام الوقت داخل الفصل الدراسي ‪ ،‬ويركز جل اهتمام الطالب على‬
‫ال تاب المدرسي )‪ ، (Brandl, 2002‬و في المقابل‪ ،‬تتطلب اأنشطة على شبكة اإنترنت قد ار هائا من‬
‫نشاط ومشاركة الطاب‪ ،‬والمعلم في كثير من اأحيان مجرد موجه للطاب‪ ،‬ويقدم التغذية الراجعة لهم‪،‬‬
‫ويساعدهم على إيجاد حلول للمشا ل القائمةي‬

‫وهكذا‪ ،‬فإن القراءة عبر اإنترنت تمنح الطاب فرصاً كبيرًة ليصبحوا متعلمين أ ثر استقااً خاص ًة‬
‫عند استخدام إستراتيجيات التعلم الذاتي المنظم أثناء ق ارءة موضوعات على الويب‪ ،‬ذكر ‪Leu and‬‬
‫)‪ Kinzer (2000‬أن القراءة في بيئات قائمة على الويب ينبغي اعتبار اتجا حديث‪ ،‬توفر البيئات‬
‫اافتراضية الحديثة معلومات أ ثر إثراءاً للمدرسين والطاب على حد سواء‪ ،‬و سوف يواجه المعلمون ال ثير‬
‫من التغيرات في الطريقة التي يرشدون ويوجهون بها طابهم أنهم في مرحلة اانتقال من المواد المطبوعة‬
‫إلى المحتو ال امل على شبكة اإنترنتي وقد بين )‪ Yanguas (2009‬أن توفر العديد من المصادر‬
‫اإليكترونية يتيح فرصاً متنوع ًة لتيسير فهم النص على الطاب‪ ،‬كما أضاف & ‪Alvermann, Phelps‬‬
‫أن بيئات التعلم القائمة على اإنترنت تدعم الفهم القرائي لد الطاب‪ ،‬كما تشجعهم‬ ‫)‪Gillis (2010‬‬

‫‪2‬‬
 ‫الملخص العربي‬

‫على التفكير الناقد وتجعلهم مشاركين نشطاء في العملية التعليميةي‬

‫من الممكن أن يسهم تدريب الطاب على استخدام وتطبيق إستراتيجيات التعلم الذاتي المنظم أثناء‬
‫تعلم اللغة اانجليزية كلغة أجنيه على تحسين تعلم مثل هؤاء الطاب‪ ،‬فمن المتوقع أن يصبح طاب التعلم‬
‫الذاتي المنظم أ ثر نجاحاً من غيرهم )‪ ،(Zimmerman & Schunk, 2001‬وقد اعتبر ‪Zimmerman‬‬
‫)‪ (2002‬التنظيم الذاتي على أنه عملية يستخدمها الطاب ذاتيو التعلم عن طريق تحويل قدراتهم العقلية‬
‫إنجاز مهام أ اديمية‪ ،‬وأضاف )‪ Zimmerman (2008‬أن التعلم الذاتي المنظم يتضمن بعض العمليات‬
‫مثل وضع اأهداف ‪ ،‬التخطيط اإستراتيجي ‪ ،‬اختيار واستخدام اإستراتيجيات المناسبة ‪ ،‬التوجيه الذاتي‬
‫لتقدم المتعلم ‪ ،‬والتقييم الذاتي أثناء التعلم وتذكر المعرفة والمهارات اأ اديمية ‪ ،‬وعلى الرغم من وجود‬
‫اختافات هامة بين مختلف النماذج النظرية ‪ ،‬فإن أهم ما يميز التنظيم الذاتي عموماً هى اإدارة الفعالة‬
‫لعملية التعلم من خال التوجيه ‪ ،‬و استخدام اإستراتيجيات )‪(Greene & Azevedo, 2007‬ي‬

‫معظم اأبحاث التي أجريت في مجال التعلم القائم على شبكة اإنترنت‪ ،‬والتنظيم الذاتي قد أجريت‬
‫من منظور نموذج )‪ Winne’s (1995, 2001‬للتعلم الذاتي المنظم‪ ،‬مثل‪(Moos & Azevedo, :‬‬
‫)‪2008‬ي يعتبر نموذج ‪ Winne‬للتعلم الذاتي المنظم القراء مشاركين نشطين في عملية التعلم‪ ،‬كما يتجلى‬
‫في مختلف اأنشطة المعرفية واأنشطة وراء المعرفية التي يشارك فيها الطاب بشكل دور أو ت رار ;‬
‫ل ي يتمكن الطاب من التوجيه الذاتي لتقدمهم في عملية التعلم‪ ،‬يجب عليهم تحديد أهداف التعلم الخاصة‬
‫بهم‪ ،‬والتخطيط للمستقبل بشكل مستقل‪ ،‬والقدرة على تحفيز أنفسهم لتحقيق أهدافهم‪ ،‬وتركيز اهتمامهم على‬
‫المهمة‪ ،‬واستخدام إستراتيجيات التعلم المائمة لتسهيل فهمهم للمادة )‪(Zimmerman, 2004‬ي ويمكن أن‬
‫يشجع المعلمون الرقابة الذاتية للطاب عن طريق التسجيل لعدد المرات التي أد فيها الطاب المهام على‬
‫وجه الخصوص (مهام التعلم)‪ ،‬واإستراتيجيات التي استخدموها‪ ،‬ومقدار الوقت الذ يقتضيه العملي‬

‫يمكن للطاب ان يصبحوا متعلمين منظمين ذاتيين‪ ،‬عندما تتاح لهم الفرصة للتقييم الذاتي لتعلمهم‬
‫بصفة مستقلة عن تقييمات المعلم الختامية )‪ ،(Winne & Hadwin, 1998‬فمثل هذ الممارسات تتيح‬
‫الفرص للطاب من تقييم اإستراتيجيات المستخدمة‪ ،‬واجراء بعض التعديات على المهام المماثلة في‬
‫المستقبل )‪ ،(Schraw & Moshman, 1995‬ويمكن للمعلمين تعزيز التقييم الذاتي في الفصول الدراسية‬
‫من خال مساعدة الطاب في رصد أهدافهم التعليمية‪ ،‬واستخدام اإستراتيجية المناسبة‪ ،‬ومن ثم إجراء‬
‫تغييرات على هذ اأهداف واإستراتيجيات بناء على مخرجات التعلم )‪(Zimmerman, 2004‬ي‬

‫لذلك‪ ،‬يمكن لطاب اللغة اإنجليزية كلغة أجنبية تطبيق‪ ،‬واستخدم إستراتيجيات التعلم الذاتي المنظم‬
‫أثناء قراءة النصوص على شبكة اإنترنت من خال‪ :‬أوا‪ :‬معاينة النص‪ ،‬تحديد اأهداف‪ ،‬وربط المعرفة‬
‫السابقة مع الحاليةي ثانيا‪ :‬يمكن توجيه عمليات القراءة‪ ،‬واستخدام الصوري ثالثا‪ :‬تقييم اأهداف‪ ،‬وتقييم‬
‫النجاح والفشل أثناء القراءة‪ ،‬ومد تقييم الفهمي وبناءاً على ما سبق فإن تطبيق إستراتيجيات التعلم الذاتي‬

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‫المنظم مرتبط بالقراءة والفهم‪ ،‬ويمكن أن تساعد على تعزيز الفهم القرائي لد طاب المرحلة الثانويةي‬

‫ومن هنا تتحقق هذ الدراسة من فعالية التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم‬
‫الذاتي المنظم في تحسين مهارات الفهم القرائي لد طاب المدارس الثانوية‬

‫الدراسة ااستطاعية‬
‫استخدم الباحث اختبار للقراءة و الفهم تم تطبيقه على ثاثين طالبة بالصف الثاني الثانو بمدرسة‬
‫حسين حماد الثانوية بنات بدكرنس محافظة الدقهلية ؛ وذلك لقياس مستو القراءة والفهم لديهن‪ ،‬حيث‬
‫تضمن ااختبار قطعة قراءة وثاثة أسئلة متنوعة‪( :‬سؤال مفتوح – سؤال اختيار – سؤال صح أم خطأ)‬
‫ولقد أشارت نتائج الدراسة ااستطاعية أن معدل درجات الطالبات في ااختبار منخفض‪ ،‬وهذا يوضح‬
‫المستو المنخفض لمهارات القراءة لد الطالبات؛ ولذلك كان من الضرور دراسة هذ المشكلة‪ ،‬و إيجاد‬
‫حل مائم لتحسين مهارات القراءة والفهم لد الطالبات وبالتالي فقد اهتمت الدراسة الحالية بالتدريب على‬
‫استخدام إستراتيجيات التعلم الذاتي المنظم عبر اانترنت لتحسين مهارات الفهم القرائي لد طالبات المرحلة‬
‫الثانويةي‬

‫مشكلة الدراسة‬
‫في ضوء نتائج الدراسات السابقة‪ ،‬ونتائج الدراسة ااستطاعية التي قام بها الباحث‪ ،‬يمكن ذكر‬
‫مشكلة الدراسة الحالية بأنه‪ ،‬قد تبين أن طالبات الصف الثاني من المرحلة الثانوية يواجهن العديد من‬
‫صعوبات أثناء القراءة‪ ،‬فهن ا يفهمن القراءة بشكل صحيح؛ لذلك فإنهن بحاجة إلى التدريب على استخدام‬
‫اإستراتيجيات التي تمكنهم من فهم ما يقرءون‪ ،‬وقد أشارت النتائج أيضاً وجود قصور في بعض مهارات‬
‫القراءة والفهم‪ ،‬مثل‪(:‬معرفة معاني ال لمات‪ ،‬التعرف على الفكرة الرئيسية‪ ،‬واإجابة عن أسئلة الفهم بطريقة‬
‫صحيحة دون مواجهة العديد من العقبات)؛ لذلك كان من الضرور استخدام إستراتيجيات التعلم الذاتي‬
‫طالبات الصف الثاني من المرحلة‬ ‫المنظم أثناء القراءة عبر اإنترنت لتحسين مهارات الفهم القرائي لد‬
‫الثانويةي‬

‫أسئلة الدراسة‬
‫هدفت هذ الدراسة إلى اإجابة عن السؤال التالي‪:‬‬

‫إلى أ مد يمكن أن يؤثر التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم الذاتي المنظم‬
‫على تحسين مهارات الفهم القرائي لد طاب الصف الثاني من المرحلة الثانوية؟‬

‫وي قسم هذا السؤال إلى أربعة أسئلة فرعية‪:‬‬

‫• ما مهارات الفهم القرائي الازمة لطاب الصف الثاني الثانو ؟‬

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‫• ما إستراتيجيات التعلم الذاتي المنظم على شبكة اإنترنت التي قد تساعد في تحسين الفهم القرائي‬
‫لد طاب المرحلة الثانوية؟‬

‫• ما تأثير البرنامج المقترح على الفهم القرائي لد طاب الصف الثاني الثانو ؟‬

‫• ما مامح البرنامج التدريبي المقترح " التدريب على إستراتيجيات التعلم الذاتي المنظم على شبكة‬
‫اإنترنت لتحسين الفهم القرائي لد طاب الصف الثاني الثانو ؟‬

‫فروض الدراسة‪:‬‬
‫تحققت الدراسة الحالية من صحة الفروض التالية‪:‬‬
‫• ا توجد فروق ذات دالة إحصائية بين متوسطي درجات المجموعتين التجريبية والضابطة في‬
‫التطبيق القبلي اختبار القراءةي‬
‫• توجد فروق ذات دالة إحصائية بين متوسطي درجات المجموعتين التجريبية والضابطة في التطبيق‬
‫البعد اختبار القراءة لصالح المجموعة التجريبيةي‬
‫• توجد فروق ذات دالة إحصائية بين متوسطي درجات التطبيقين القبلي والبعد للمجموعة التجريبية‬
‫في اختبار القراءة لصالح التطبيق البعد ي‬
‫• ا توجد فروق ذات دالة إحصائية بين متوسطي درجات المجموعتين التجريبية والضابطة في‬
‫التطبيق القبلي استبيان إستراتيجيات التعلم الذاتي المنظمي‬
‫• توجد فروق ذات دالة إحصائية بين متوسطي درجات المجموعتين التجريبية والضابطة في التطبيق‬
‫البعد استبيان إستراتيجيات التعلم الذاتي المنظم لصالح المجموعة التجريبيةي‬
‫• توجد فروق ذات دالة إحصائية بين متوسطي درجات التطبيقين القبلي والبعد للمجموعة التجريبية‬
‫في استبيان إستراتيجيات التعلم الذاتي المنظم لصالح التطبيق البعد ي‬

‫أهداف الدراسة‪:‬‬
‫التعرف على مهارات القراءة المطلوبة لطاب اللغة اإنجليزية كلغة أجنبيةي‬ ‫•‬
‫• تقييم مستو أداء الطلبة في مهارات القراءة المستهدف تحسينهاي‬
‫تطوير التدريب القائم على اانترنت باستراتيجيات التعلم الذاتي المنظم التي من شأنها تطوير مهارات‬ ‫•‬
‫المستهدفين‪.‬‬ ‫القراءة المحددة للطاب‬
‫التعرف على تأثير التدريب القائم على اإنترنت باستخدام استراتيجيات التعلم الذاتي المنظم ‪(:‬‬ ‫•‬
‫وضع اأهداف‪ ،‬توسيع نطاق القراءة‪ ،‬التذكر‪ ،‬التنظيم‪ ،‬التوجيه الذاتي‪ ،‬التحفيز الذاتي‪ ،‬طلب‬
‫المساعدة‪ ،‬إدارة الوقت‪ ،‬التقييم الذاتي) في تحسين مهارات القراءة لد طاب المرحلة الثانويةي‬

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‫أهمية الدراسة‪:‬‬
‫واتضحت أهمية الدراسة فيما يلي‪:‬‬
‫• حددت الدراسة مهارات القراءة الازمة للصف الثاني الثانو ي‬
‫• ا تشاف إستراتيجيات التعلم الذاتي المنظم عبر اإنترنت التي يمكن أن تساعد في تحسين مهارات‬
‫الفهم لد طاب المرحلة الثانويةي‬
‫• مساعدة واشراك الطاب في اأنشطة القائمة على اإنترنت للمساعدة في تحسين مهارات القراءة‪.‬‬
‫• إيجاد عاقة بين التعلم القائم على اإنترنت واستخدام إستراتيجيات التعلم الذاتي المنظم أثناء القراءةي‬
‫• أسهمت إستراتيجيات التعلم الذاتي المنظم القائمة على اإنترنت في تحسين مهارات الفهم القرائي‬
‫لد طاب المرحلة الثانويةي‬
‫• كانت الدراسة مفيدة في إثراء مجال البحث عن طريق استخدام وتوظيف إستراتيجيات التعلم الذاتي‬
‫المنظم القائمة على اإنترنت في مجال التدريس لطاب المرحلة الثانويةي‬

‫حدود الدراسة‪:‬‬
‫• طالبات الصف الثاني الثانو بمدرسة حسين حماد الثانوية بنات بمدينة دكرنس محافظة الدقهليةي‬
‫• تعزيز مهارات القراءة‪ ،‬مثل‪( :‬التعرف على الفكرة الرئيسية‪ ،‬استرجاع التفاصيل‪ ،‬استنتاج عاقات‬
‫السبب والتأثير‪ ،‬القراءة من أجل معرفة معلومات معينة‪ ،‬معرفة معاني ال لمات‪ ،‬معرفة اتجا ال اتب‪،‬‬
‫استنتاج اأحداث المتعاقبة‪ ،‬التعرف على الجمل الرئيسية‪ ،‬معرفة أجزاء الحديث‪ ،‬وضع الخاتمة)ي‬
‫• التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم الذاتي المنظم‪ ،‬مثل‪( :‬وضع اأهداف‪،‬‬
‫توسيع نطاق القراءة‪ ،‬التذكر‪ ،‬التنظيم‪ ،‬التوجيه الذاتي‪ ،‬التحفيز الذاتي‪ ،‬طلب المساعدة‪ ،‬إدارة الوقت‪،‬‬
‫التقييم الذاتي)ي‬
‫• تم معالجة الوحدات من اأولى إلى الخامسة من الفصل الدراسي اأول للصف الثاني الثانو ورفعها‬
‫على شبكة اإنترنت مع تحديث بعض المحتو ليائم التدريبي‬

‫م هجية الدراسة‬
‫العي ة‬
‫تتضمن عينة الدراسة فصلين من الصف الثاني الثانو بمدرسة حسين حماد الثانوية بنات بمدينة‬
‫دكرنس محافظة الدقهلية‪ ،‬ويت ون الفصل اأول من ثاثين طالبة‪ ،‬ويمثل المجموعة التجريبية‪ ،‬حيث تم‬
‫تعليمهم باستخدام إستراتيجيات التعلم الذاتي المنظم القائمة على اإنترنت‪ ،‬والفصل الثاني يت ون من ثاثين‬
‫طالبة‪ ،‬ويمثل المجموعة الضابطة‪ ،‬حيث يتلقى طرق التدريس التقليدية‪ ،‬وكلتا المجموعتين من نفس المنطقة‪،‬‬
‫ومن نفس العمر‪ ،‬ولديهم نفس المعلمي‬

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‫التصميم التجريبي‬
‫تعد هذ الدراسة شبه تجريبية‪ ،‬فقد طبق الباحث ااختبار القبلي– البعد ؛ لقياس مهارات القراءة‪،‬‬
‫وااستبيان القبلي–البعد ‪ ،‬استخدام إستراتيجيات التعلم الذاتي المنظم ل لتا المجموعتين‪ :‬الضابطة‪،‬‬
‫والتجريبية‪ ،‬وتم التدريس للمجموعة التجريبية باستخدام التدريب القائم على اإنترنت باستخدام إستراتيجيات‬
‫التعلم الذاتي المنظم؛ لتحسين مهارات القراءة لديهن‪ ،‬في حين استقبلت المجموعة الضابطة طرق التدريس‬
‫التقليديةي‬

‫اأدوات‪:‬‬
‫استخدمت الدراسة الحالية ما يأتي‪:‬‬
‫قائمة مهارات القراءة‬ ‫•‬
‫قام الباحث بإعداد قائمة بمهارات القراءة؛ ليحدد من بينها المهارات المهمة الازمة لطاب الصف الثاني‬
‫من المرحلة الثانويةي‬

‫ااختبار القبلي البعد للقراءة والفهم‬ ‫•‬

‫لقد شمل ااختبار عشرون سؤال اختيار ؛ ليقيس عشر مهارات للقراءة والفهم‪ ،‬وقد تم اعداد ااختبار من‬
‫قبل الباحث؛ ليقيس مستو الفهم القرائي لد طالبات الصف الثاني من المرحلة الثانويةي‬

‫قائمة إستراتيجيات التعلم الذاتي الم ظم‬ ‫•‬

‫قام الباحث بإعداد قائمة تحتو على إستراتيجيات التعلم الذاتي المنظم ليحدد من بينها اإستراتيجيات‬
‫المناسبة لعينة الدراسةي‬

‫ااستبيان القبلي البعد إستراتيجيات التعلم الذاتي الم ظم‬ ‫•‬

‫يحتو ااستبيان على خمس وعشرين فقرة‪ ،‬وقد تم إعداد ااستبيان من قبل الباحث لمعرفة مد استخدام‬
‫طالبات الصف الثاني الثانو إستراتيجيات التعلم الذاتي المنظم أثناء قراءة موضوعات على اإنترنتي‬

‫تائج الدراسة‬

‫توصلت الدراسة الحالية إلى ال تائج التالية‪:‬‬

‫‪ )1‬كانت استراتيجيات التعلم الذاتي المنظم القائمة على اإنترنت المستخدمة في هذ الدراسة فعالة في‬
‫تحسين مهارات القراءة والفهم لد طاب المدارس الثانويةي‬
‫‪ )2‬أظهر الطالبات الاتي تم تدريسهن من خال استخدام البرنامج التدريبي المقترح‪ ،‬أداءاً أفضل من‬
‫نظرائهن في المجموعة الضابطة وذلك بسبب منحهن الفرصة ليشاركن في عملية التعلم‪ ،‬فقد تحملن‬
‫المسؤولية ليصيحن طالبات ذاتيات التنظيمي‬
‫‪ )3‬هناك فروق ذات دالة إحصائية بين متوسطي درجات المجموعتين التجريبية والضابطة في التطبيق‬

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‫البعد اختبار القراءة في الدرجة ال لية لاختبار وفي مهاراته الفرعية لصالح المجموعة التجريبيةي‬
‫‪ )4‬هناك فروق ذات دالة إحصائية بين مجموع متوسطي درجات المجموعة التجريبية في التطبيق‬
‫القبلي البعد اختبار القراءة في الدرجة ال لية وفي مهاراته الفرعية لصالح ااختبار البعد ي‬
‫‪ )5‬هناك فروق ذات دالة إحصائية بين متوسط درجات المجموعتين التجريبية والضابطة في التطبيق‬
‫البعد لاستبانة في الدرجة ال لية وفي استراتيجياتها الفرعية لصالح المجموعة التجريبيةي‬
‫‪ )6‬هناك فروق ذات دالة إحصائية بين مجموع متوسطي درجات المجموعة التجريبية في التطبيق‬
‫القبلي البعد لاستبيان لصالح التطبيق البعد ي‬

‫مصطلحات البحث‪:‬‬
‫يقوم فيه الطاب بوضع أهدافهم التعليمية وخطط‬ ‫" التعلم الذاتي المنظم‪ :‬هو ذلك النوع من التعلم الذ‬
‫للتعلم ومن ثم تنظيم وتقييم عملية التعلم الخاصة بهم " )‪(Narciss et al, 2007‬ي‬

‫ووفقاً ل )‪“ (Snow, 2003‬الفهم القرائي هو‪ :‬عملية استخراج وبناء المعنى في وقت واحد من النص‬
‫المكتوب من خال التفاعل والمشاركة بين ٍ‬
‫كل من‪( :‬أ) القارئ الذ يقوم بعملية الفهمي (ب) النص المراد‬
‫فهمهي (ج) النشاط الذ يكون الفهم جزءاً منهي"‬

‫التوصـــــيات‪:‬‬
‫في ضوء ال تائج واست تاجات هذ الدراسة‪ ،‬تم اقتراح التوصيات التالية‪:‬‬

‫• يجب على و ازرة التربية والتعليم تدريب المعلمين على ورش عمل استخدام إستراتيجيات التعلم الذاتي‬
‫المنظم من أجل مساعدة الطاب على فهم نصوص القراءة على اإنترنت بكفاءةي‬
‫• يجب على معلمي اللغة اإنجليزية كلغة أجنبية تدريب الطاب على توظيف واستخدام مختلف‬
‫إستراتيجيات التعلم الذاتي المنظم مثل‪ :‬اإستراتيجيات المعرفية‪ ،‬ووراء المعرفيةي‬
‫• ينبغي على معلمي اللغة اانجليزية كلغة أجنبية عقد ورش عمل ومؤتمرات من أجل تبادل الخبرات‬
‫واآراء بشأن توظيف إستراتيجيات التعلم الذاتي المنظم أثناء قراءة نصوص الفهم على اإنترنتي‬
‫• يحتاج معلمي اللغة اإنجليزية كلغة أجنبية إلى تخطيط أنشطة القراءة بطريقة تشجع الطاب على‬
‫استخدام إستراتيجيات التعلم الذاتي المنظم المختلفة‪ ،‬وتخلق لديهم فرص مشاركة أ ثري‬
‫• ينبغي على مصممي المحتو الدراسي إدراج إستراتيجيات التعلم الذاتي المنظم عند إعداد وتطوير‬
‫محتو اللغة اإنجليزية خاصة على مستو مدارس المرحلة الثانويةي‬
‫• ينبغي على باحثي اللغة اإنجليزية است شاف اأساليب والطرق واإستراتيجيات الحديثة واستغالها‬
‫لتحسين مهارات القراءة لد الطابي‬

‫‪8‬‬
 ‫الملخص العربي‬

‫اقتراحات لبحوث أخر ‪:‬‬

‫قدم الباحث مجموعة من التوصيات لمزيد من البحوث‪:‬‬

‫• يمكن ت رار هذ الدراسة على مستو مختلف من التعليم مع عينة كبيرةي‬

‫• أثر التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم الذاتي المنظم في تحسين مهارات‬
‫القراءة اأخر ‪ ،‬مثل‪ :‬التعرف على ال لمة في لمحة‪ ،‬واعادة صياغة النص‪ ،‬والحكم على الحقيقة‬
‫وال أر ي‬
‫• كشف استخدام إستراتيجيات التعلم الذاتي القائمة على اإنترنت في تطوير مهارات اللغة اأخر ‪،‬‬
‫مثل‪ :‬ااستماع‪ ،‬وال تابة في مراحل دراسية مختلفةي‬
‫• استخدام التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم الذاتي المنظم في مراحل أخر‬
‫(اابتدائية واإعدادية)ي‬

‫‪9‬‬
 ‫جامعة المنصور‬
‫ك ية التربية‬
‫قسم المناهج وطرق التدريس‬

‫أثر التدريب القائم على اإنترنت باستخدام إستراتيجيات التعلم الذاتي‬

‫المنظم لتحسين الفهم القرائي لدى طاب مدارس المرحلة الثانوية‬

‫بحث مقد من‬

‫الباحث ‪ /‬أحمد إبراهيم صابر جودة‬

‫للحصول على درجة الماجستير في التربية‬

‫تخصص المناهج وطرق تدريس اللغة اإنجليزية‬

‫إشراف‬
‫أ‪.‬د‪ .‬عادل ع د الح يم الشيخ‬ ‫أ‪.‬د‪ .‬ع ي ع د السميع قور‬
‫أستا المناهج وطرق ت ريس اللغة اإنجليزية‬ ‫أستا المناهج وطرق ت ريس اللغة اإنجليزية‬

‫كلية التربية – جامعة المنصورة‬ ‫كلية التربية – جامعة المنصورة‬

‫‪2017‬‬