The Impact Of Using Doodle Technique On Improving The Performance Of Reading Comprehension Of High School Students'
Main Article Content
Abstract
This study investigated the effect of using the doodling technique on the reading comprehension of students and studied the significant differences. The research was conducted with 60 female 5th High School Students, (N=30) for an experimental group and (N=30) for a control group. Doodle strategies were implemented with the experimental group. Paired-Sample T-Test was used. The pre-test and post-test mean scores of students in the experimental group were compared to the scores of the control group using the independent t-test. The findings of the study revealed that the application of Doodle strategies is very significant in increasing the learners’ levels. Therefore, it could be proved that the doodle strategy affected EFL Students' scores and increased a lot.
Downloads
Metrics
Article Details
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.