The Role of Questioning the Author Strategy in Improving Students` Comprehension of Poetic Texts
Ibtisam Jassim Mohammed
University of Tikrit / College of Education for Humanities / Department of English
DOI: https://doi.org/10.25130/jls.7.1.1
Keywords: Questioning the author's strategy, Reading comprehension, Achievement
Abstract
Comprehension is a real challenge that might affect EFL university students’ achievement in comprehending texts. Further, many students apply reading activities in the class with limited strategies such as reading silently, or following after the teacher, then attempting to answer questions of comprehension. It is important to equip students with several skills and strategies in reading comprehension and make the reading class an interesting place. Questioning the author's strategy has a good effect on the student’s reading comprehension achievement. The sample consists of (40) students who are randomly chosen from second-year/ Morning studies in English Department / Tikrit University for the academic year (2021-2022). Pre and post-tests have been applied. The data has been collected and treated statistically. The obtained results sound good.
