Abstract
This article reports the results of an experimental study on the relative effectiveness of the Paideia Seminar in improving the comprehension of poetry and decreasing reading anxiety. The participants (n = 50) were English as a foreign language (EFL) ninth grade learners enrolled in classrooms at a public school in Lebanon. The study employed a pre-test – post-test control group design whereby two intact classes were randomly assigned to control and experimental conditions. The results indicated that the use of Paideia Seminar was more effective than regular reading instruction in improving the reading comprehension achievement of the experimental group participants and in decreasing reading anxiety.Pedagogical implications and suggestions for further research are discussed.
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