The participants were randomly divided into two groups, each with thirty students. One of them was used as the experimental group and the other as the control group. To ensure that the participants were homogeneous regarding reading proficiency, the Oxford Placement Test (OPT) for reading comprehension was administered. The results showed that the experimental and control groups were homogenous regarding their reading proficiency before the research. Then, the experimental group took the 'reading interest survey' in the form of a questionnaire which aimed to identify their interest areas, but not the control group. Using the survey, the level of interest of the students in the experimental group to each of the 5 general topics of the course
…show more content…
In teaching the experimental group, the lessons were personalized based on the students’ interest areas. In fact, based on the results of the reading interest survey, the participants in the experimental group had shown to be more interested in the topic of 'health' than other topics; hence, they were taught the 5 units that were all around this issue. On the other hand, for the control group the units were taught as listed in the book, or, the teacher did not impose any changes in the order teaching the lessons. Thus, the experimental group experienced a type of learning where the lessons had mostly been selected due to the interest areas of the learners. In the same time, the students in the control group did not share in the selection or arrangement of the lessons. In the last session, when teaching all five units had been completed, using the interest scale of Weber, Martin, and Cayanus (2005) known as the Learner Empowerment Scale (LES), the interest level of the participants of both experimental and control groups was determined. The purpose of this survey was to find probable differences between the two groups concerning their interest changes. In the meantime, all participants took an achievement test in the final session; so the researcher could determine any probable differences in learners’ success in achieving the course materials. The related results and findings are described and discussed in the later
In teaching the experimental group, the lessons were personalized based on the students’ interest areas. In fact, based on the results of the reading interest survey, the participants in the experimental group had shown to be more interested in the topic of 'health' than other topics; hence, they were taught the 5 units that were all around this issue. On the other hand, for the control group the units were taught as listed in the book, or, the teacher did not impose any changes in the order teaching the lessons. Thus, the experimental group experienced a type of learning where the lessons had mostly been selected due to the interest areas of the learners. In the same time, the students in the control group did not share in the selection or arrangement of the lessons. In the last session, when teaching all five units had been completed, using the interest scale of Weber, Martin, and Cayanus (2005) known as the Learner Empowerment Scale (LES), the interest level of the participants of both experimental and control groups was determined. The purpose of this survey was to find probable differences between the two groups concerning their interest changes. In the meantime, all participants took an achievement test in the final session; so the researcher could determine any probable differences in learners’ success in achieving the course materials. The related results and findings are described and discussed in the later