Document Type : Original Article

Authors

• Amin Nazari terizi ¹
• hosein kiani ²

¹ Assistant Professor of Arabic Language and Literature, Shiraz University, Iran

² Professor of Arabic Language and Literature, Shiraz University, Iran

Abstract

Mastery of rhetoric is fundamental to the linguistic arts, exerting significant influence on language learners. It stands as a core subject within Arabic language and literature departments at all educational levels, underscoring its criticality for undergraduate students. The effectiveness of teaching methodologies employed in classrooms greatly impacts students' proficiency in this domain and serves to ignite their interest in further exploration. This study aims to examine the effectiveness of the PQ4R strategy versus the inductive method in enhancing rhetorical proficiency among Arabic language learners. The quasi-experimental method was chosen as it aligns with the research objectives, hypothesis, and procedures. The study involved 20 students applying the PQ4R strategy and 20 students using the inductive teaching strategy, selected through rigorous sampling techniques at Shiraz University and Al-Mustafa International University in Isfahan. The findings of this study suggest that there are notable significant statistical variances differences in dimensional assessment outcomes in support of the group that practiced practised rhetoric through the PQ4R approach. Moreover, the results indicate that the effect size of this strategy on grade disparities was substantial compared to the grades obtained by the group that learned rhetoric through the inductive teaching method

Keywords

• rhetoric
• metacognitive strategies
• PQ4R strategy
• inductive method