The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension

Hawa Mohammed

doi:doi:10.11648/j.ijsedu.20200802.11

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The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension

Hawa Mohammed

Published in International Journal of Secondary Education (Volume 8, Issue 2)

Received: 24 September 2019 Accepted: 5 November 2019 Published: 19 May 2020

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Abstract

This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10^th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used

Published in	International Journal of Secondary Education (Volume 8, Issue 2)
DOI	10.11648/j.ijsedu.20200802.11
Page(s)	20-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Discourse Analysis, Cohesion, Cohesive Devices, Reading Comprehension, General Secondary School, EFL Learners

References

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Hawa Mohammed. (2020). The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. International Journal of Secondary Education, 8(2), 20-26. https://doi.org/10.11648/j.ijsedu.20200802.11

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Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int. J. Second. Educ. 2020, 8(2), 20-26. doi: 10.11648/j.ijsedu.20200802.11

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Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int J Second Educ. 2020;8(2):20-26. doi: 10.11648/j.ijsedu.20200802.11

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@article{10.11648/j.ijsedu.20200802.11,
  author = {Hawa Mohammed},
  title = {The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {2},
  pages = {20-26},
  doi = {10.11648/j.ijsedu.20200802.11},
  url = {https://doi.org/10.11648/j.ijsedu.20200802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200802.11},
  abstract = {This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used},
 year = {2020}
}

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TY  - JOUR
T1  - The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension
AU  - Hawa Mohammed
Y1  - 2020/05/19
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200802.11
DO  - 10.11648/j.ijsedu.20200802.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.ijsedu.20200802.11
AB  - This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used
VL  - 8
IS  - 2
ER  -

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Author Information

Hawa Mohammed

Department of English Language and Literature, Woldia University, Woldia, Ethiopia

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Plain Text BibTeX RIS

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Hawa Mohammed. (2020). The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. International Journal of Secondary Education, 8(2), 20-26. https://doi.org/10.11648/j.ijsedu.20200802.11

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ACS Style

Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int. J. Second. Educ. 2020, 8(2), 20-26. doi: 10.11648/j.ijsedu.20200802.11

Copy | Download

AMA Style

Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int J Second Educ. 2020;8(2):20-26. doi: 10.11648/j.ijsedu.20200802.11

Copy | Download

@article{10.11648/j.ijsedu.20200802.11,
  author = {Hawa Mohammed},
  title = {The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {2},
  pages = {20-26},
  doi = {10.11648/j.ijsedu.20200802.11},
  url = {https://doi.org/10.11648/j.ijsedu.20200802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200802.11},
  abstract = {This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension
AU  - Hawa Mohammed
Y1  - 2020/05/19
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200802.11
DO  - 10.11648/j.ijsedu.20200802.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20200802.11
AB  - This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used
VL  - 8
IS  - 2
ER  -

Copy | Download