The Effectiveness of Semantic Mapping Strategy And DR-TA Strategy In Developing Secondary School Students EFL Reading Comprehension Skills

Abstract

The present study aimed at investigating the effectiveness of Semantic Mapping and Directed Reading Thinking Activity Strategies in developing secondary school students EFL reading comprehension skills. The participants of the present study comprised two experimental groups each (N= 35) and a control group (N = 35). All participants were from EL Kanater Secondary School. The instruments comprised: a reading comprehension skills checklist and a pre-post reading comprehension test. The study results revealed that there were statistically significant differences between the mean scores of the control and the two experimental groups on the post test in overall reading comprehension in favour of the two experimental groups. There were also statistically significant differences between the mean scores of the two experimental groups and the control group on the post –test in (literal, inferential, critical and creative) reading comprehension skills in favour of the two experimental groups. The results proved semantic mapping and directed reading thinking activity (DRTA) strategies were effective in developing the EFL reading comprehension skills of the participants.