The Effectiveness of Integrative Reading Strategies in English Comprehension Skills Among the Jordanian University EFL Students: A Moderated Mediated Model
DOI:
https://doi.org/10.17507/jltr.1606.18Keywords:
integrative reading strategies, English reading comprehension skills, reading engagement, English proficiencyAbstract
This study intends to establish the effect of integrative reading strategies (IRS) on Reading and Listening Comprehension (RLC) with regard to the mediation of Time Spent on reading (TSR) and the moderation of Level of English Proficiency (LEP) among Jordanian EFL university students. A convenience sample of 211 students was selected. The research utilized four constructs based on the Common European Framework of Reference for Languages scales (CEFR, 2021). The first construct is Reading and Listening Comprehension comprising 10 items. The second construct is the Integrative reading Strategies consisting of 5 items. The third and fourth constructs are Time Spent Reading and Level of English Proficiency consisting of 5 items each, where the study employed a 5-point Likert scale. Model 8 in Hayes' PROCESS Macro for SPSS (v4.1) is used. The results of this study indicate consistent and robust polychoric correlations for all variables. There is a significant effect of (IRS) on both (TSR) and (RLC). It is notable that (LEP) plays a critical moderating effect between IRS and RLC. In other words, RLC is positively impacted by IRS which is followed by a subsequent positive increase in TSR. However, the moderating effect of LEP on the direct relationship between IRS and RLC is significant while the effect on the indirect relationship via TSR is not significant. It is essential to underscore the fact that the stronger LEP is the higher the attenuation of the positive effect of IRS on RLC.
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