The Effectiveness of the Scenario Strategy in Developing Reading Comprehension Skill of Iraqi EFL fifth Preparatory Learners in English Language

Abstract

Researchers have always been interested in integrating scenario strategy into education because it encourages the search for learning strategies in general and learning a foreign language, but the students cannot interact in a real reading environment. Therefore one hypothesis has been constructed to conduct the experiment in which it is hypothesized that there is no significant statistical difference between the mean scores of the students who are taught reading comprehension in the light of scenario strategy and those who are taught by the prescribed and conventional methods recommended by the Iraqi Ministry of Education. The current study aims to investigate the effectiveness of using scenario-based learning strategy on the performance of the fifth preparatory learners in reading comprehension skills and investigating the differences between the performance of fifth-grade preparatory students in the control group and the experimental group. To achieve the aim of the study, an experiment was conducted using the pretest and posttest, for both groups; control and experimental groups. The study is limited to fifth-year students at preparatory school for boys. The sample consist of 70 learners from Al-Shaam secondary school for boys. Two groups were randomly selected. The results show that the scenario-based learning strategy has clearly improved the reading comprehension abilities of Iraqi fifth-grade preparatory students.