Abstract
This study aimed to investigate the impact of using (kahoot-aided) guided reading on preparatory students EFL reading comprehension and fluency skills. The participants of the study were sixty second preparatory stage students at Saqr Quraish preparatory school, El- Gharbia governorate. Instruments of the study were an EFL reading comprehension skills questionnaire , an EFL pre-post reading comprehension skills test, an EFL pre-post reading fluency test and an EFL reading fluency scale of prosody. In this study, a pre-post reading comprehension test and a pre-post reading fluency test were used with two groups (Experimental and control , 30 students each). Results revealed that the experimental group students outperformed their peers in the control group in their reading comprehension and fluency skills as validated through the post-test scores. The experimental group’s great performance in these reading skills were attributed to using (kahoot-aided) guided reading program.
Key words : Guided reading , Kahoot application , Preparatory stage , Reading comprehension skills , Reading fluency skills.
Elsheikh, Eithar Elsayed Hamed Elsayed. (2022). The impact of (kahoot – aided) guided reading on preparatory students EFL reading comprehension and fluency skills. مجلة کلية التربية بالمنصورة, 120(4), 3-25. doi: 10.21608/maed.2022.288761
MLA
Eithar Elsayed Hamed Elsayed Elsheikh. "The impact of (kahoot – aided) guided reading on preparatory students EFL reading comprehension and fluency skills". مجلة کلية التربية بالمنصورة, 120, 4, 2022, 3-25. doi: 10.21608/maed.2022.288761
HARVARD
Elsheikh, Eithar Elsayed Hamed Elsayed. (2022). 'The impact of (kahoot – aided) guided reading on preparatory students EFL reading comprehension and fluency skills', مجلة کلية التربية بالمنصورة, 120(4), pp. 3-25. doi: 10.21608/maed.2022.288761
VANCOUVER
Elsheikh, Eithar Elsayed Hamed Elsayed. The impact of (kahoot – aided) guided reading on preparatory students EFL reading comprehension and fluency skills. مجلة کلية التربية بالمنصورة, 2022; 120(4): 3-25. doi: 10.21608/maed.2022.288761