The International Institute for Science, Technology and Education (IISTE)
Abstract
This study aimed at investigating the effect of an Online Extensive Reading (hereafter, OER) instructional program on Jordanian secondary stage students' proficiency in English. It also aimed at detecting the students' opinions towards the OER program in terms of its effect on their proficiency in English. A sample of two intact Eleventh grade sections from King Abdullah the Second School for Excellence was selected; one section was assigned as an experimental group, the other as a control group. The quantitative findings of the test revealed that the mean scores of the experimental group's English proficiency were significantly higher than the mean scores of the control group, particularly in writing, speaking, vocabulary, reading comprehension and listening due to the teaching methodology. The findings of the test did not reveal any significant difference in the students' grammar proficiency ascribed to the intervention variable. Further, the results of the questionnaire revealed that the respondents were appreciative and pleased with the efficacy of the OER program. This result was also supported by the qualitative findings of the interview. Keywords: Online Extensive Reading (OER), English proficiency, Jordanian secondary stage student
