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How effective is Thinking Maps ® instruction in improving Jordanian EFL learners’ creative reading skills?
Author(s) -
Bataineh Ruba Fahmi,
Alqatnani Alaeddin Khalid
Publication year - 2019
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.360
Subject(s) - fluency , reading (process) , psychology , creativity , mathematics education , creative thinking , originality , flexibility (engineering) , test (biology) , pedagogy , foreign language , elaboration , humanities , linguistics , social psychology , paleontology , philosophy , statistics , mathematics , biology
This study examines the potential effect of a Thinking Maps ® –based treatment on the creative reading skills (viz., fluency, flexibility, originality, and elaboration) of Jordanian learners of English as a foreign language. The researchers drew a purposeful sample of two intact 10th‐grade sections ( N = 57) from a public school in Zarqa, Jordan. The two sections were randomly assigned into an experimental group of 28 students taught through Thinking Maps ® and a control group of 29 students taught per the guidelines of the prescribed teacher's book. Following the 8‐week treatment, the researchers collected data by means of a creative reading skills test and an interview. The findings reveal not only significant differences (at α = 0.05) in the students’ creative reading skills in favor of the experimental group, but also general favorable opinions about the effectiveness of the treatment.

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