The Effectiveness of Task Performance Based on Self-Regulation in Developing English Creative Reading Skills for the Linguistically Talented Student Teachers

Abstract

The purpose of this study was to investigate the effectiveness of task performance (TP) based on self-regulation (SR) in developing English creative reading skills for the linguistically talented student teachers. To do so, 18 EFL third year linguistically talented student teachers were selected according to their grades in language proficiency from Arish Faculty of Education in North Sinai. They constituted a one group pre-posttest design. They were taught a program of TP based on SR which included fourteen sessions prepared and taught by the researcher. The TPBSR comprises three main categories: Environment, Personal and Behavioral. Data were obtained from administering a creative reading test which contained items measuring how much students learned these skills. To analyze the data statistically, Chronbach’s Alpha Test and Wilcoxon Singed Ranks Test were used. The results of the students’ creative reading test were fairly high. This revealed that TPBSR had a significantly positive effect on developing the creative reading skills in English for the linguistically talented student teachers