الفهرس 
Generative Learning ModelOnly 14 pages are availabe for public view
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Abstract
Preparatory school pupils have many problems especially in
reading skills. This deficiency may be due to insufficiency of these skills
in the current curriculum, shortcomings in the currently used teaching
methods or lack and/or inappropriateness of teaching aids. To specify
some critical problem facing EFL preparatory graders the researcher
conducted a pilot study which revealed that they do not master reading
skills. Thus, the need for an effective way of developing students’
performance in EFL reading skills and come with a new and creative
technique to overcome this issue becomes a very necessary demand. That
is why the current research attempted to investigate the effectiveness of
using generative learning model in developing second-year preparatory
pupils’ EFL reading skills.
This research aimed at developing second-year preparatory pupils’
EFL reading skills by using GLM. Participants of the study were (N=68)
second year preparatory pupils from Alshahid Mahmoud Elsayed prep
school, Elbagour, Menoufia governorate. They were divided into two
groups, experimental and control groups. The experimental group
received reading skills through generative learning model guide, while
the control group received regular instruction.
The researcher designed a teacher’s guide on generative learning
model suitable for the preparatory stage. In addition, an EFL reading
skills checklist, and a reading skills Pre-Posttest. The data obtained were
statistically analyzed. Findings revealed that using generative learning
model was effective in developing second-year preparatory pupils’ EFL
reading skills.
Conclusions
The findings of this research revealed that using GLM in learning
EFL reading developed pupils’ EFL reading comprehension skills. The
participants scores outperformed in the post compared to the pre
administration of the EFL Reading Comprehension Test as a whole and
its parts. The participants felt satisfied with using GLM in learning EFL
reading. It was concluded that using GLM helped participants achieve
better performance and progress in EFL reading classes as it enabled
them to be aware of, practice, and use a variety of cognitive and
metacognitive strategies to read different types of reading texts. Learning
EFL reading via GLM helped them be good comprehenders. They were
given the chance to deeply engage their minds during reading and fix up
reading comprehension problems. Their purpose of reading changed into
reading between the lines and beyond them. As a result, the participants
were satisfied with using that proposed model in their learning
experience.
Taking into account that both the experimental and control groups
were homogeneous in the level of reading skills in the pre-test results,
therefore, any difference that occurred between the two groups in the
post-test after the administration of the generative learning model could
be attributed to the use of the generative learning model. The researcher
found that the generative learning model had a large effect size on
developing EFL preparatory stage pupils’ reading skills, analyzing the
generative learning model guide presented to the experiment of the
current study the following conclusions appeared:
1. This study indicated that the pupils’ reactions to their participation
in the generative learning model sessions were positive in several
areas. Most of them revealed that the best point about participating
was being able to practice reading skills through working in groups
and that the group arrangements had made them study harder, that
they learned new things about the reading skills.
2. Generative learning model guide represented an opportunity for
pupils to practice reading skills and actively engage in the guide
steps abundantly and hence develop their reading skills.
In conclusion, helping pupils overcome the weakness of the reading skills
using generative learning model, hence, it could be concluded that: the
Generative learning model is effective in developing EFL preparatory
stage pupils’ reading skills.
Recommendations
Based on the research findings, the following recommendations
can be offered:
1. EFL reading skills should be given more attention in our EFL
classes; more time and efforts should be exerted to develop the
main skill and its sub-skills.
2. Students should be offered the opportunity to participate in the
activities which help in developing EFL reading skills.
3. GLM provided in the current study can be adopted for teaching
EFL reading skills to pupils at the preparatory stage and other
stages taking into consideration students’ age, interests, and
linguistic proficiency levels.
4. GLM might offer a lot of options which can be used not only to
make teaching interesting but also to make teaching more
effective and productive in terms of student’ improvement.
5. Teachers should help create good social climate in their EFL
classrooms. group work motivates students internally and
encourages them to share communication easily.
6. Teachers should encourage students to attribute their good and
weak comprehension and or achievement in English and other
subjects to their efforts, and to teach them certain strategies of
perceiving their roles and responsibility of learning.
7. Teachers should think of text printed questions, specific
objectives given in advance and their verbal praise as good
techniques of directing students’ attention to important items of
instruction.
8. Teachers should work from the very beginning on changing
students’ perceptions of comprehension from one of
memorizing information to one of understanding by relating
information presented in class to their experiences and
knowledge base.
9. Teachers should not think of the additional efforts exerted at the
beginning of implementing the generative teaching method
because this effort would diminish drastically upon the
repetitious use of the instructional plans, and these plans can be
re-used in subsequent offerings and reading classes.
Suggestions for further research
The research offers the following suggestions for further research:
1. The effectiveness of using GLM in developing EFL, reading
skill among primary school pupils.
2. The effectiveness of using GLM in developing EFL writing
skill among preparatory school pupils.
3. The effect of GLM on expanding vocabulary among
preparatory school pupils.
4. Using GLM to teach grammar to preparatory school pupils.
5. Investigating the effectiveness of GLM in developing lingual
skills, attitude towards EFL and thinking skills for secondary
stage students.