The Role of Cognitive Code Method on EFL Iraqi Students Reading and Listening Skills
DOI:
https://doi.org/10.25130/Lang.9.4.P1.19Keywords:
Cognitive-Code Method; EFL students; listening comprehension; MANOVA; reading comprehensionAbstract
The objective of this quantitative experiental study is to investigate the impact of the Cognitive-Code Method on the reading and listening comprehension levels of Iraqi EFL students using the Cognitive-Code Method. To achieve the study objective the following hypotheses have been set: First, there is statistically significant higher reading comprehension scores among experimental group who are taught by using the Cognitive-Code Method compared to control group who are taught by using traditional methods. Second, there is statistically significant improvement in listening comprehension skills for experiment group who are taught by using the Cognitive-Code Method compared to those in a control group. A sample of fifty EFL students from Al-Hittin Secondary School for Girls in Kirkuk City participated in an experimental study designed to investigate the effectiveness of instructional methods. The experimental group received instruction using the Cognitive-Code Method, while the control group was taught through prescribed method . Data collection instruments included a post-reading and listening test. All research instruments were reviewed by experts to ensure both face and content validity. Statistical analyses involved Multivariate Analysis of Variance (MANOVA) to assess differences in comprehension outcomes between groups. Based on the findings and conclusions of this study, appropriate recommendations and suggestions for future studies are put forward.
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