Jordanian EFL Female Ninth-Grade Students' Reading Engagement and their Attitudes toward Visual Thinking Strategy

Abstract

The aim of this study was to determine the Jordanian EFL female ninth-grade students' engagement in the reading skill and their attitude toward visual thinking strategy. In this study, the experimental research methodology was applied. The researcher used an observation rubric to measure the experimental students' engagement in reading classes and a questionnaire to investigate the students' attitudes toward the visual thinking strategy (VTS). As measured by an observation rubric, the experimental groups' members appeared to be moderately interested in their reading assignments. Students' attitudes toward the investigated VTS modality were generally positive, with mean agreement scores in the 3.2–3.22 range. The domain "Attitudes toward using the Visual Thinking Strategy in reading classes" received the highest level of agreement from students, followed by "Attitudes toward the teacher's role and her classroom management during VTS instruction" and "Attitudes toward reading sub-skills through the VTS."