The Impact of Strategy-Based Instruction toReading ESP texts on Students’ Motivationand Achievement The Case of Electrical Engineering3rd Year LMD

Abstract

The present study aims primarily at identifying the effects of strategy-based instruction in reading content-based material on ESP students’ motivation and achievement. The research was conducted with 3rd LMD Science and Engineering students whose concern with English is rising due to the lack or unfulfilling translated information. The study was also concerned with diagnosing the effects of a third variable, gender, on students’ motivation to read and achievement. To achieve the goals of the study, a variety of research tools has been used: an awareness of reading strategy survey, survey of attitude towards reading in English and a reading performance test. This study, which lends itself to a descriptive approach, was applied on a population chosen randomly from Amar Telidji University in the town of Laghouat, Algeria. The 120 students formed the whole population, 37 boys and 83 girls. Data for the research was collected and analyzed statistically using the Social Sciences Statistics Software (SPSS version 19) in which a set of tests was applied: Ttest,Guttman Split-Half Coefficient and Cronbach's Alpha. The results showed the presence of statistically significant differences between two groups of students: strategic and non-strategic groups. They also showed statistically significant differences between both groups in terms of attitudes towards reading in English, strategy use and motivation to read. Moreover, the results revealed a clear cut difference, statistically significant, in the various levels of achievement amongst boys and girls. Females outscored boys in the reading performance test. Finally, the results showed slight statistically significant differences between males and females in terms of motivation. Pedagogically, we can employ the results in EFL classrooms to improve reading ESP texts among science and engineering students. In this respect, some pedagogical suggestions to develop EFL reading at tertiary level using Strategy-Based Instruction to reading ESP texts.