دانشگاه رازی

This quantitative quasi-experimental study investigated the effect of the Engage-Study-Activate (ESA) teaching model on the reading comprehension performance of Iraqi Grade 8 EFL students. The study responded to the difficulty of Iraqi intermediate learners in understanding English texts beyond literal meaning and examined whether a staged, interactive model could offer an effective alternative to traditional teacher-centered reading instruction. The study Employed a pre-test, post-test, delayed post-test, and control group structure. The participants were 60 Grade 8 students selected from two comparable public intermediate schools. One intact >