the effectiveness of the self-questioning strategy in developing some reading comprehension skills among Arabic language learners who speak other languages.

Abstract

This research aims to identify the effectiveness of the self-questioning strategy in developing some reading comprehension skills among Arabic language learners who speak other languages. To achieve the objective of the research, the researcher adopted the quasi-empirical method, as the research was applied to a sample of (60) students from the second level at the Language Institute. The students were distributed into two empirical groups of (30) students who studied according to the self-questioning strategy. The other group is the control group, consisting of (30) students who studied regularly. The study tools and materials comprised a list of reading comprehension skills appropriate for students. The tools were limited to the skills agreed upon by previous studies, and a test to measure it after ensuring its validity and reliability. The research tested the hypothesis: There are statistically significant differences between students in the empirical and control groups in the average scores of post-test achievement in the five reading comprehension skills (literal comprehension, inferential comprehension, critical comprehension, taste-comprehension, and creative comprehension). The researcher reached several research findings, the most important of which is: The effectiveness of the self-questioning strategy in developing reading comprehension skills among Arabic language learners who speak other languages.