Using Sheltered Instruction to Improve EFL Secondary Stage Students’ Reading Skills

Document Type : Original Article

Author

Curriculum & Instruction (TEFL). Faculty of Education. Minia University. Egypt

Abstract

This research aimed at investigating the effect of using sheltered instruction for improving EFL secondary stage students’ reading skills. Sixty first-year students from Toukh Alkhail Secondary School, Minya Educational Administration, Minya Governorate were randomly selected as participants of the research. The experiment was implemented in the second semester of the academic year 2022–2023. The research adopted the quasi-experimental design as the sixty participants were divided into two groups, each of thirty participants. The experimental group was taught using sheltered instruction strategies while the control group was taught following the regular instruction. The instrument of the research was a reading skills test (pre and post), Analysis of the results revealed that the experimental group participants achieved a significantly higher level in their EFL reading skills than those of the control group. In the light of these results, it was concluded that sheltered instruction was effective to improve the EFL secondary stage students’ reading skills.

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