The Role of Poetry in Learners’ EFL Reading Comprehension: Mekdela Preparatory and Secondary School in Focus

Abstract

The purpose of the study was to investigate the role of poetry in improving students’ reading comprehension. The study employed pre-test and post-test quasi-experimental design, based on a non-equivalent control group. The study was conducted on 100 grade 12 students in Mekdela Preparatory and Secondary School. From the total of 360 grade 12 students enrolled in 2018/19 academic year, only two sections, i.e. section A(n=48) and section B(n=52) were considered as experimental and control group respectively as one of the researchers was assigned to teach the two classes. Due this convenient sampling technique was used to select the study groups, and lottery method was employed to determine the experimental and control group. The data collection instruments used in this study were tests and questionnaire. To check the two sections pre-intervention reading comprehension level, two equivalent pre -tests were administered, and to measure the two groups’ ‘post intervention reading comprehension improvement, two equivalent post -tests were given. The findings from the post -tests revealed that the experimental group showed significant reading comprehension improvement over that of control group in which significant pre-to post reading achievement test scores improvement was not seen. The result from the one sample t test data analysis showed that the study was acceptable and effective. To this end, EFL teachers are strongly advised to incorporate efficient and sufficient literary texts in the language teaching program. Also, EFL curriculum developers ought to include literary materials when preparing any English text books.

Authors and Affiliations

Dr. Yosef BecoDubi, et al.

Keywords

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  • EP ID EP690429
  • DOI -
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How To Cite

Dr. Yosef BecoDubi, et al. (2020). The Role of Poetry in Learners’ EFL Reading Comprehension: Mekdela Preparatory and Secondary School in Focus. Journal for Research Scholars and Professionals of English Language Teaching, 4(22), -. https://europub.co.uk/articles/-A-690429