The Effect of the Micro-Teaching Method on Developing Reading Skills among Non-Native Arabic-Speaking Basic Education Students in the Kurdistan Region of Iraq

Abstract

The current study aimed to investigate the effect of the microteaching method on developing reading skills among ninth-grade Kurdish basic education students who are non-native speakers of Arabic in schools in the Kurdistan Region of Iraq. The study adopted the null hypothesis, which stated that there is no statistically significant difference at the level (0.05) in the development of reading skills among ninth-grade Kurdish basic education students who are non-native speakers of Arabic attributed to the teaching method (microteaching method and traditional method).

  The research followed a quasi-experimental design. To achieve the objective of the study, the researcher developed a reading skills test. After verifying its validity and reliability, the test was administered as a pre-test and post-test to both groups: the experimental group, which was taught using the microteaching method, and the control group, which was taught using the traditional method. The sample consisted of (51) ninth-grade students in the Kurdish basic education stage for the academic year 2025–2026.

  The data were statistically analyzed by calculating means and using Multivariate Analysis of Covariance (MANCOVA). The results showed statistically significant differences at the significance level (0.05) between the mean scores of the two groups on the reading test, in favor of the experimental group.

  In light of these findings, the study recommended adopting the microteaching method in teaching reading skills to non-native Arabic speakers and adapting classrooms for teaching Arabic to non-native speakers in a way that is compatible with this method.