The Effectiveness of Diagnostic Teaching Method in Improving Reading and Spelling Skills among EFL Intermediate Students

This study looked at how well the Diagnostic Teaching approach, which identifies specific learning needs and adapts instruction to meet those needs, improved the reading and spelling skills of intermediate-level English as a Foreign Language (EFL) students. With this teaching strategy, students' strengths and shortcomings are evaluated, and then specific interventions are recommended to help them advance. Using a quasi-experimental approach, 60 students were divided into two groups: the experimental group received the structured intervention, while the control group kept receiving traditional instruction. Pre- and post-tests were used to evaluate spelling accuracy and reading comprehension. A statistical study using paired and independent sample t-tests revealed that the experimental group fared much better in spelling and reading than the control group. The findings suggest that employing precise, systematic teaching methods may greatly improve the reading skills of EFL students

Extensive reading · Spelling · Statistical analysis · Teaching method · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Reading and Literacy Development