Author : Mohammed Msaddek 1
Date of Publication :31st August 2017
Abstract: The present study is a succinct manifestation of the extent to which text typology (i.e., narrative, expository) can have an effect on English Department learners’ strategy use during the reading act at the pre-testing as well as post-testing stages. Two selected Moroccan EFL groups, control (n=50) and experimental (63), majoring in English Language Studies, were addressed with a view to thoroughly investigating the issue at hand and reaching robust, comprehensive findings. For achieving this, a series of such research instruments as reading comprehension tests (i.e., pre-test, post-test), reading strategy instruction and reading comprehension texts (i.e., narrative, expository) were implemented throughout the conduct of this research. The findings revealed that text typology is a strong variable affecting the frequency of the use of some strategies among both EFL groups (i.e., control, experimental) at the pre-test and post-test levels. Finally, some useful implications and applications relevant to textual synthesis are presented and a few suggestions for future research are called upon.
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