Academic reading skills are very vital for university students. This paper aimed at investigating the role of the deep approach to learning in utilizing English ESP higher-order reading skills among engineering students. Sixty three participants from first year students at Benha Faculty of Engineering were randomly assigned into two groups: an experimental group (n=33) and a control group (n=30). Two main instruments were used: an academic reading pre-test, and an academic reading post-test. Quantitative data analyses were conducted. Using T-test to compare the mean scores of the control group and the experimental group in the pre-post application. Results showed that the experimental group students have developed their EFL higher-order reading skills. It was concluded that the “the deep approach to learning” was effective in utilizing ESP higher-order reading skills of the participants. It was also recommended that the deep approach to learning is very effective in developing language learning in general and in developing EFL higher-order reading skills in specific. The deep approach to learning should be integrated into ESP higher-order reading skills approachs.
Radwan Mohammad Zakarya, sarah. (2020). Utilizing the deep Approach to Learning for Developing EFL Higher-order reading skills among Engineering students. مجلة کلية التربية. بنها, 31(122 أبريل ج1), 43-86. doi: 10.21608/jfeb.2020.135289
MLA
sarah Radwan Mohammad Zakarya. "Utilizing the deep Approach to Learning for Developing EFL Higher-order reading skills among Engineering students". مجلة کلية التربية. بنها, 31, 122 أبريل ج1, 2020, 43-86. doi: 10.21608/jfeb.2020.135289
HARVARD
Radwan Mohammad Zakarya, sarah. (2020). 'Utilizing the deep Approach to Learning for Developing EFL Higher-order reading skills among Engineering students', مجلة کلية التربية. بنها, 31(122 أبريل ج1), pp. 43-86. doi: 10.21608/jfeb.2020.135289
VANCOUVER
Radwan Mohammad Zakarya, sarah. Utilizing the deep Approach to Learning for Developing EFL Higher-order reading skills among Engineering students. مجلة کلية التربية. بنها, 2020; 31(122 أبريل ج1): 43-86. doi: 10.21608/jfeb.2020.135289