American International Journal of Education and Linguistics Research 2021-02-14T18:48:52+06:00 Managing Editorial Board Open Journal Systems EFFECTS OF STORY READING ON IMPROVING EFL STUDENTS’ READING COMPREHENSION AND CRITICAL THINKING 2021-02-14T15:55:31+06:00 Javed Sahibzada Yar Mohammad Bahrami Ahmadzai Atiqullah Sahibzada Azadkhan Niaz Susan Hussein Laftah <p><em>The purpose of this study is to find out the effects of story Reading on improving Reading comprehension and critical thinking of EFL students at Kandahar University. The design of the study was quasi-experimental with reading comprehension and critical thinking pre and Post-tests. Total 27 Afghan EFL students were selected based on their performance on Placement test.&nbsp; The participants’ experimental groups listened to their teacher reading a story aloud. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in story Reading. However, there is more improvement in critical thinking aspect through story reading.</em></p> <p><strong><em>&nbsp;</em></strong></p> 2021-02-14T15:51:04+06:00 ##submission.copyrightStatement## THE EFFECTS OF COACHING AND MENTORING ON METACOGNITION KNOWLEDGE AMONG MALAY LANGUAGE TEACHERS IN SABAH, MALAYSIA 2021-02-14T18:48:52+06:00 Asnia Kadir Kadir Gunasegaran Karuppannan Mohammad Abdur Rahman Mokana Muthu Kumarasamy <p><em>This study was conducted to examine the relationship between coaching and mentoring guidance and the levelof&nbsp; metacognition among Malay language teachers. In 2013, the Ministry of Education Malaysia implemented the District Transformation Programme as a pilot project before it was expanded nationwide in the following year.This step was taken to empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat develop the teachers’ competencies, metacognition and expertise. Using a quantitative approach, the study analysed data were collected from 186 teachersteach in the Tuaran district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, the findings show that the level of coaching and mentoring is high, thus illustrating that teachers are ready to receive coaching and mentoring guidance in order to develop metacognition ability as well as to improve their teaching and learning performance. Although not entire coaching and mentoring items have a significant relationship in terms of teachers’ metacognition, there is a significant relationship between coaching and mentoring guidance and teachers’ metacognition in terms of declarative knowledge element.</em></p> 2021-02-14T00:00:00+06:00 ##submission.copyrightStatement##