The Effectiveness of an Attribution Retraining Intervention in Developing Faculty of Education English Majors' Reading "Comprehension"

The current research aimed at investigating the effectiveness of an attribution retraining program in developing EFL majors’ reading comprehension. Accordingly, a pre-post reading test was designed to determine the effect of the suggested program before and after administrating the research. The sample consisted of 70 EFL students at Faculty of Education, Ain Shams University (N70.). The analysis of data obtained (using the one-sample t. test) revealed higher significance in favor of the post administration of the EFL pre-post reading test. Attribution retraining use, as the empirical research findings confirm, is highly effective when dealing with language skills in general and reading skill in particular. Providing students with attribution retraining whilst receiving reading comprehension strategy instruction maximized the effects of the intervention and led to greater reading comprehension. Discussion of findings, recommendations and suggestions for further studies were also presented. Finally, it was concluded that the research provided evidence for the success of attribution retraining intervention based on comprehension strategy instruction in enhancing EFL majors' reading comprehension.