The Effectiveness of Diagnostic Teaching Method in Improving Reading and Spelling Skills among EFL Intermediate Students

Alwan, Lect. Asmaa Bade’

doi:10.25130/Lang.10.2.P1.19

The Effectiveness of Diagnostic Teaching Method in Improving Reading and Spelling Skills among EFL Intermediate Students

Document Type : Original Article

Author

Lect. Asmaa Bade’ Alwan

University of Samarra, Samarra, Iraq

https://doi.org/10.25130/Lang.10.2.P1.19

Abstract

This study looked at how well the Diagnostic Teaching approach, which identifies specific learning needs and adapts instruction to meet those needs, improved the reading and spelling skills of intermediate-level English as a Foreign Language (EFL) students. With this teaching strategy, students' strengths and shortcomings are evaluated, and then specific interventions are recommended to help them advance. Using a quasi-experimental approach, 60 students were divided into two groups: the experimental group received the structured intervention, while the control group kept receiving traditional instruction. Pre- and post-tests were used to evaluate spelling accuracy and reading comprehension. A statistical study using paired and independent sample t-tests revealed that the experimental group fared much better in spelling and reading than the control group. The findings suggest that employing precise, systematic teaching methods may greatly improve the reading skills of EFL students.

Keywords

Diagnostic Teaching Approach

EFL Learners

Reading Skills Development

Spelling Performance

Quasi-Experimental Study