The Effect of a Reading Instructional Program on Tenth Grade Students' Critical Writing skills in Jordan

Abstract

The present study aims at investigating the effect of a reading instructional program on Jordanian EFL students' critical writing. The participants of the study were divided randomly into four groups from one of Irbid private schools (2020-2019): The groups were, two experimental groups: one for male students of (16) students and one for female students of (16) students. These groups were taught according to the training program in critical reading. There were also two control groups; one for male students of (18) students and one for female students of (18) students. The students in the control group were taught according to the methods of the teacher’s book in English language curriculum for tenth-grade students. To determine the effective level of the instructional program, a pre-posttest was used. The results showed that there were statistically significant differences in the students' mean scores on the critical writing post-test in favor of the two experimental groups which used the reading instructional program. In light of these results, the researchers recommend that the EFL curriculum designers should include critical writing strategies in the textbooks and to train EFL teachers on how to use them in their classrooms.