The Effect of the 5E Model on Jordanian EFL Fifth-Grade Students' Reading Comprehension Skills

Rania Mohammad Alshwayat; Dima Ali Hijazi

doi:10.35516/hum.v52i6.7588

Authors

Rania Mohammad Alshwayat PhD student at Yarmouk University, Faculty of Education, Department of English Language Curricula and Teaching Methods, Irbid, Jordan. https://orcid.org/0009-0003-2402-4621
Dima Ali Hijazi Faculty of Education, Department of English Language Curricula and Methods ,Irbid, Jordan https://orcid.org/0000-0001-7604-7719

DOI:

https://doi.org/10.35516/hum.v52i6.7588

Keywords:

English as a Foreign Language, Reading Comprehension, 5E Model

Abstract

Objectives: This study aims to examine the effect of the 5E Model on Jordanian EFL fifth-grade students’ reading comprehension skills.

Methods: The study uses a quasi-experimental design based on two groups (one experimental and one control group). The outcome of the students' post-test in the chosen reading comprehension skills is the dependent variable, while the 5E instructional model is the independent variable.

Results: The results show that the 5E Model improved students' understanding of what they were reading. In light of the findings of the current study, the researchers suggest adopting the 5E Model to help students with their reading comprehension.

Conclusions: The current study set out to determine how the 5E Model affects the reading comprehension of Jordanian fifth-grade participants. To achieve this, a ‘5E model’-based educational program was designed and put into place for the academic year 2023–2024. Students' reading comprehension increased after the 5E Model was put into practice.

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