Assessment of Linguistic Activities in the My Eternal Language Course for the Third Intermediate Grade in light of Reflective Reading Skills

Abstract

This research aimed to investigate the extent to which reflective reading skills (prediction, investigation, conclusion, reflection, and analysis) are present in the activities of the My Eternal Language Textbook designed for third-grade students in intermediate schools in the Kingdom of Saudi Arabia. The researcher employed a descriptive analytical method, developing and employing a Reflective Reading Skills Checklist tailored for the activities of the My Eternal Language Textbook for third-grade intermediate students. The checklist comprised five core skills, encompassing (26) sub-skills. Additionally, a Content Analysis Form was devised based on the identified skills in the reflective reading skills checklist, used to analyze (19) reading texts, incorporating (162) linguistic activities as a sample for analysis. The research findings indicated that the percentages of skills integrated into the My Eternal Language Textbook activities were as follows: Prediction skills were available at (8.40), representing a very weak percentage, while investigation skills were at (25.21), indicating an intermediate level. On the other hand, conclusion skills showed the highest percentage at (40.34). Finally, reflection skills were at (16.81), and analysis skills were at (9.24), both reflecting weak percentages. In light of these results, the researcher provided several recommendations and suggestions.