An Integrative Program Based on Accelerated Learning Theory and Learning Styles to Develop Experimental Secondary Language school Students’ EFL Critical Reading, Argumentative Writing Skills and Morphological Awareness
DOI:
https://doi.org/10.48047/0nthrw56Keywords:
The accelerated learning theory, learning styles, EFL critical reading, EFL argumentative writing skills, morphological awareness EFL experimental secondary language school education, Egypt.Abstract
This study investigated an integrative program based on accelerated learning theory and learning styles to develop experimental secondary language school students’ EFL critical reading, argumentative writing skills and morphological awareness. The researcher adopted the quasi–experimental design.
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References
- Habibinezhad, N., Azizmalayeri, F. (2016). The impacts of accelerated learning and explicit instruction on the retention and application of lexical bundles in writing. Journal of Novel Applied Sciences, 5(8).
- Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher-order reading abilities among college-level second language learners. Sustainability, 12(4), 1465.
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