The Impact of Socratic Seminar Strategy on EFL College Students' Performance in Reading Comprehension
Ayyash Ahmed Abdullah
Tikrit University
Nagham Qadoory Yahya
Tikrit University
DOI: https://doi.org/10.25130/jls.6.4.2.6
Keywords: Socratic Seminar Strategy, Reading, Reading Comprehension, Impact, Performance
Abstract
This study is Experimental research that deals with using the Socratic Seminar Strategy to improve students' understanding of written texts. The purpose of this study was to reveal the impact of the Socratic Seminar Strategy in the process of written text teaching and learning, and also to explain reading comprehension after using the Socratic Seminar strategy in the classroom. This study aims at: 1. Finding out the impact of the Socratic Seminar Strategy on students' achievement in reading comprehension. 2. Finding out whether there is any statistically significant difference between experimental group achievement in the Pre-test and Post-test. 3. Finding out if there is any statistically significant difference between experimental groups achievement at the recognition level and the production level. To achieve the aims of the study and verify its hypotheses, a sample of (60) students randomly selected from third-year, college students at the University of Tikrit, College of Basic Education, Department of English in Al-Shirqat city. The sample is divided into two groups, they are the experimental, which includes (30) students and the control group, which includes (30) students. Both groups were equalized in age, parents’ academic level and students' achievement in the previous year in the Reading Comprehension subject. The researcher prepared an achievement test of six questions to assess the students' success in the dependent variable, to verify its validity, and to obtain its reliability. Then the data was statistically analysed and the following results found: 1. There are statistically significant differences in the mean scores of the experimental group and that of the control group in the Post-test. 2. There are statistically significant differences between the mean scores of experimental group achievement of the recognition level and that of the production level in the Post-test. There are statistically significant differences in the mean scores of the students' achievement of the experimental group and the Pre-test and Post-test.
