Perceptions of EFL Teachers of Using Venn Diagrams for Developing Secondary School Students' Reading Strategies in English literature

Abstract

    The present study aims to find out the role of using Venn diagrams for developing EFL students' reading strategies, both the cognitive and metacognitive strategies in English literature depending on EFL teachers' perceptions. In addition, to find out if there is a statistical difference between the mean scores of EFL teachers' perceptions according to their gender (male and female) toward using Venn diagrams for developing EFL students' reading strategies in English literature.

    The sample of the current study consists of EFL teachers from the secondary schools in kut during the academic year 2014-2015.

     A suitable questionnaire has been chosen as a data collection tool consisting of (26) items, which aims to find out the EFL teachers' perceptions  toward  using Venn diagrams strategy for developing EFL students' reading strategies in English literature.

   A suitable statistical means has been applied to the results of the study to achieve the aims of the study which reveal that the EFL teachers' perceptions are good (very important) toward using Venn diagrams strategy for developing reading strategies of EFL students in English literature. Since, they have a good scientific practice and qualifications to use one of the modern teaching strategies such as (Venn diagrams).

    The results of the study encourage the use of Venn diagrams strategy in EFL classrooms.