. (2021). Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 36(111), 269-315. doi: 10.21608/sec.2021.167218
. "Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students". دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 36, 111, 2021, 269-315. doi: 10.21608/sec.2021.167218
. (2021). 'Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students', دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 36(111), pp. 269-315. doi: 10.21608/sec.2021.167218
. Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 2021; 36(111): 269-315. doi: 10.21608/sec.2021.167218
Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students
The present study was carried out to develop EFL critical reading skills among first year secondary stage students through using graphic organizers. A quasi-experimental design was adopted, using an experimental group and a control one. Forty-eight students from AL-Shaheed Muhammad Ibrahim Al-Baqash Secondary School, Diarb-Negm Directorate, Sharkia, Egypt, were selected and divided into two groups; an experimental group (n=24) and a control one (n=24). A critical reading questionnaire and a pre-post critical reading test were used as instruments of the study. The researcher implemented the Graphic organizers on the experimental group while the control group was taught using the regular method. The current study was conducted through the second term of the academic year 2019-2020. Finally, the results of the study proved that Graphic organizers was effective in developing the EFL critical reading skills of first year secondary stage students. Key words: Graphic Organizers, Critical Reading Skills, EFL students.
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