The Effect of Using Figurative Language on the Reading Comprehension of First Secondary EFL Students in Jordan

Abstract

The purpose of this study was to investigate the
effect of using figurative language on the reading
comprehension of first secondary EFL students. The sample of
the study consisted of 75 students at The Arab Model Schools
in Amman. Six different reading passages were taught to the
experimental and the control groups for two months. Data
were analyzed using means, standard deviations and
ANCOVA. The results of the study showed there were
statistically significant differences (α=0.05) in the total
reading comprehension, the literal reading comprehension,
and the analytic reading comprehension of students. Those
differences were in favor of students in the experimental
group. As for the evaluative level, there were no statistically
significant differences. Based on these results, the researchers
recommended that there should be more emphasis on
incorporating and teaching figurative language in order to
facilitate reading comprehension.