Abstract

This study investigated the influence of the interactive educational website \"Easy Fun English\" on the development of reading strategies aligned with the official syllabus. The action research employed a triangulation of data collection methos to collect both qualitative and quantitative data. Initially, a survey was administered to 59 middle school English as a Foreign Language (EFL) teachers across different cities in Algeria, providing insights into their perceptions with the website. In addition, participant observation and practical action research were conducted with a convenience sample of 100n fourth-grade EFL learners out of 123N, selected based on their access to the internet. The practical action research spanned over 10 weeks and encompassed four cycles, each employing different approaches to utilizing the educational website. Data collection instruments included a teachers\' questionnaire comprising 20 questions, participant observation records, meetings, and teacher and learner journals. The findings revealed a significant positive impact of incorporating \"Easy Fun English\" as a supplementary practice website on the development of both cognitive and metacognitive reading strategies among the EFL learners. The results confirmed the initial hypotheses, highlighting the efficacy of integrating interactive educational websites within the educational sector, particularly for the teaching and learning of English as a foreign language. These findings underscore the potential benefits of incorporating such resources to enhance reading strategies and contribute to the overall improvement of EFL instruction

Information

Item Type:	Master
Divisions:
ePrint ID:	4565
Date Deposited:	2023-11-19
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/4565

BibTex