A Program based on Self-regulation for Developing Secondary School Students’ EFL Semantic Awareness
DOI:
https://doi.org/10.48047/5jf4p764Keywords:
Self -regulation, Semantic awareness skills, Secondary schoolAbstract
Introduction: Semantic awareness poses challenges for many learners. In Egypt, many students who learn English as a foreign language have deficiencies in comprehending the semantic awareness process. In order for students to achieve a good level of competence, those students need to apply strategies which have a scientifically affects developing levels of semantic awareness in English. The focus of the research is to develop the semantic awareness of secondary school students by a program based on self-regulation.
Method: Sixty first- year secondary students were enrolled in the second semester of the academic year (2024-2025) participated. They were split up into two groups; experimental (n=30) and control (n= 30) respectively. Since the participants were purposefully chosen, it was considered that they made up a homogenous group. SPSS program was used for data analysis.
Results: Findings from this study indicated the program based on self-regulation developed the secondary students’ school EFL semantic awareness in the experimental group.
Discussion and conclusions: On the basis of the findings, the study advocates the program based on self-regulation for developing the secondary students’ school EFL semantic awareness in the experimental group.
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Copyright (c) 2025 Rehab M. A. Elsheneti, Bahaa El-Din El -Sayed El- Naggar, Ahmed Abd El Salam Edress (Author)
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