تعزيز الطلاقة القرائية من خلال استراتيجيات التعويض المدعومة بالسبورة الذكية: تحديد أكثر الاستراتيجيات فاعلية لدى طلبة المرحلة الثانوية العراقيين الدارسين للغة الإنجليزية بوصفها لغةً أجنبية  

1. Future studies may focus on the effects of smart board-based compensation on other language skills like writing, speaking or listening.

2. Future research could determine the efficacy of these strategies in a variety of educational stages, gender, or in a public-school environment to extrapolate the results.

References

Abid Ali, Z. (2021). Direct language learning strategies in EFL. Alustath journal for human and social sciences, 60(1), 115-132. DOI: https://doi.org/10.36473/ujhss.v60i1.1296

Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Brooks/Cole Publishing Company.

Al-Saleem, B. I. A. (2012). The interactive whiteboard in English as a foreign language (EFL) classroom. European Scientific Journal, 8(3).

Alsalihi, H. D. A. (2023). Essential Traits of Influential Professors in Virtual Teaching from EFLLs' Perspectives. Arab World English Journal, 14(1). DOI: https://dx.doi.org/10.24093/awej/vol14no1.20

Al-Saleem, B. I. A. (2012). The interactive whiteboard in English as a foreign language

(EFL) classroom. European Scientific Journal, 8(3).

Anaktototy, K., & Lesnussa, I. (2022). Improving EFL students’ reading comprehension and critical thinking skill through directed reading thinking activity. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(1), 244-255.

Basso, F. P., Alves, L. M., Miná, C. S., Piccolo, L. D. R., Salles, J. D., Basso, F. P., ... & Salles, J. F. (2018). Pressupostos teóricos que embasaram o desenvolvimento do instrumento Avaliação da Fluência de Leitura Textual (AFLeT). Avaliação da fluência de leitura textual (AFLeT), 19-33.

Bettsworth, B. (2010). Using interactive whiteboards to teach grammar in the MFL classroom: A learner’s perspective. In T. Glover & D. Miller (Eds.), Interactive whiteboards for education: Theory, research and practice (pp. 216–224). IGI Global.

Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge University Press.

Chapelle, J. (2003). How is the interactive whiteboard being used in primary school? Becta Research Bursary.

Dornyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.

Ebel, R. L. (1972). Essentials of educational measurement. Prentice Hal.

Faerch, C., & Kasper, G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage studies bulletin, 47-118.

Flaifil, A. M., & Alsalihi, H. D. (2026). Critical Reading Competencies in Short Stories Among Iraqi EFL Female Students in Colleges of Education for Women. Alustath Journal for Human and Social Sciences, 65(1), 1-14. DOI: https://doi.org/10.36473/2518-9263.2448

Ghiselli, E. E., Campbell, J. P., & Zedeck, S. (1981). Measurement theory for the behavioral sciences. Freeman.

Good, C. V. (1973). Dictionary of Education, (2nd ed.). New York: McGraw-Hill.

Gunning, T. G. (1998). Assessing and correcting reading and writing difficulties. Order

Processing, Allyn and Bacon, PO Box 11071, Des Moines, IA 50336-1071.

Harrison, A. (1983). A language testing handbook. London: Macmillan.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702–714.

Hussein, P. D. F. R. A., & Arif, A. (2024). The Use of Compensatory Social Cultural

Interactive Strategies on EFL Iraqi College Students Performance in Reading

Comprehension.

Hussein, M. T. Y. (2022). The effect of reciprocal teaching strategy on the fourth preparatory school students’ reading comprehension performance and retention. Alustath Journal for Human and Social Sciences, 61(2), Article 28. DOI: https://doi.org/10.36473/ujhss.v61i2.1291

Ishtaiwa, F. F., & Shana, Z. (2011). The use of interactive whiteboard (IWB) by pre-service teachers to enhance Arabic language teaching and learning. Learning and Teaching in Higher Education: Gulf Perspectives, 8(2), 17–34.

Kamil, S. A. (2021). Exploring the role of updated technology in university English language classrooms. Psychology and Education Journal, 58(1), 5647-5655. DOI: 10.17762/pae.v58i1.1969

Kuhn, M. R., & Schwanenflugel, P. J. (2019). Prosody, pacing, and situational fluency (or why fluency matters for older readers). Journal of Adolescent & Adult Literacy, 62(4), 363–368.

Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency. Reading Research Quarterly, 45(2), 230–251.

Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old

approaches and new directions. Annals of dyslexia, 49(1), 283-306.

Min, K., & Siegel, C. (2011). Integration of SMART board technology and effective teaching. Imanager’s Journal on School Educational Technology, 7(1).

Morrison, T. G., & Wilcox, B. (2020). Assessing expressive oral reading fluency. Education Sciences, 10(3), 59.

Murphy, K. R. (1988). Psychological testing: Principles and applications.

Nunan, D. (2003). Practical English language teaching. McGraw-Hill.

O’Connor, R. E. (2018). Reading fluency and students with reading disabilities. Journal of Learning Disabilities, 51(2), 124–136.

Obeid, R. S. (2018). The effect of collaborative reading on Iraqi EFL intermediate school pupils' reading comprehension. Alustath Journal for Human and Social Sciences, 1(224). DOI: https://doi.org/10.36473/ujhss.v224i1.247

Oxford, R. L. (1990). Language learning strategies: What every teacher should know.

Heinle & Heinle.

Panchana, A. A. G., & Barreiro, M. P. R. (2022). Application of reading comprehension strategies to improve reading fluency. Polo del Conocimiento, 7(12), 274-303.

Paige, D. D., Rasinski, T. V., & Magpuri‐Lavell, T. (2012). Is fluent, expressive reading

important for high school readers? Journal of Adolescent & Adult Literacy, 56(1),

67-76.

Puliezi, S., & Maluf, M. R. (2014). Fluency and its importance to reading comprehension. Psico-USF, 19, 467–475.

Rashid, M. (2022). Investigating the Use of Google Meet and Face-to-Face in Teaching Conversation. International Journal of Language and Literary Studies, 4(2), 67-76. https://doi.org/10.36892/ijlls.v4i2.903

Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 3–12.

Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? Literacy Research and Instruction, 48(4), 350–361.

Saalh, S. M., & Kadhim, S. H. (2020). The EFL students' academic buoyancy in reading and listening skills. Asian EFL Journal, 27(4.4), 226-253.

Samuels, S. J. (2007). The DIBELS tests: Is speed of barking at print what we mean by

reading fluency?

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of learning disabilities, 34(1), 33-58.

Torgesen, J. K., Rashotte, C., Alexander, A., Alexander, J., & MacPhee, K. (2003). Progress towards understanding the instructional conditions necessary for remediating reading difficulties in older children. Preventing and remediating reading difficulties: Bringing science to scale, 275-298.

Walker, R. J. (2005). Teaching and learning with interactive whiteboards. In Learning to teach using ICT in the secondary school (pp. 86–100). Routledge.