A Transformative Learning Theory and Self-Assessment Based Program to Develop EFL Critical Reading, Reflective Writing Performance, and Learner-Autonomy of Formal Language Secondary Schools’ Students

Abstract

The current study targeted at developing EFL critical reading, reflective writing performance, and learner-autonomy of the second year secondary schools students through the transformative learning theory and self-assessment based program. To achieve the purpose of this study, the researcher adopted the mixed-method design. The study participants involved (70) students from the second year secondary stage students from Hehia Formal Secondary School, Hehia Educational Directorate, Sharkia Governorate, Egypt. They were randomly allocated in two groups. A number of (35) students represented the study participants in the experimental group and (35) students for the control group. The study was conducted over a period of (8) weeks, along (16) sessions from “New Hello Book” assigned for the second year secondary stage students over the first semester of the scholastic year (2023/2024). To gather data, the researcher designed three main instruments to be validated represented in, an EFL critical reading performance test, an EFL reflective writing performance test, and a five-point Likert scale for learner-autonomy. These instruments were administrated before and after the treatment to both the treatment and non-treatment groups. Data were collected and analyzed statistically. Results revealed to the transformative learning theory and self-assessment based program had a positive effect on developing the experimental group critical reading, reflective writing performance, and learner-autonomy of the experimental group. In the light of these findings, some relevant recommendations and suggestions for further research were provided.