The Effect of Peer Interaction Enhancement on Sixth-Grade Jordanian EFL Students’ Reading Comprehension and Grammatical Knowledge

Abstract

This study explored the impact of peer interaction enhancement on sixth-grade Jordanian EFL students' reading comprehension and grammatical knowledge. Sixty female EFL students from two Al Mowaqqer schools were divided randomly into an experimental group and a control group. It employed a quasi-experimental design, over a ten-week duration, one experimental group underwent a peer interaction enhancement intervention, while the other group served as the control group, adhering to conventional teaching methods as outlined in the instructions of Action Pack 6 Teachers' Book. The experimental group used a structured approach involving peer interaction techniques for reading comprehension lessons and grammatical structures. The study utilized two pre-post tests on reading comprehension and grammatical knowledge for data collection Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The study revealed that peer interaction enhancement improves students' reading comprehension and grammatical knowledge through communicative activities and corrective feedback.