Abstract
This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method". The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.
Highlights
Many EFL students suffer from a lack of communication tools to understand a written text effectively
The current study aimed to seek the effectiveness of education through diverging and convergent tasks regarding the understanding of reading by Iraqi EFL students; and attempted to examine whether divergent or convergent tasks could improve reading understanding for EFL students
This study investigates the Impact of using Divergent and Convergent Tasks on developing Iraqi EFL Students' Reading Comprehension Success
Summary
Many EFL students suffer from a lack of communication tools to understand a written text effectively. Convergent tasks are described as tasks that are genuinely justified, knowledge, abstract concepts, and active experiments They enable cooperation in negotiating where It is required to have a single goal; it is, necessary to collaborate (Chilap et al, 2020). Divergent tasks require new and significant knowledge and possibly different outcomes with more than one objective (Hommel, 2011). This kind of task allows independent work which can be performed differently by individuals according to their cognitive styles and which can lead to different results "(Swan, 2005, p. This study investigates the Impact of using Divergent and Convergent Tasks on developing Iraqi EFL Students' Reading Comprehension Success. Assist teachers in appreciating the particular methodologies used for teaching Iraqi EFL students (Kareem:2019)
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