the effect of react strategy on efl learners’achievement in learning english

The main goal of this study was examining the effect of react (relating, experiencing, applying, cooperating, and transferring) strategy on efl learners’ achievement in learning english. to attain this goal 127 k-11 students were selected and assigned to be the control (n=62) and the experimental (n=65) groups. the experimental group received instruction based on react strategy and the control group experienced a conventional instruction. achievement in learning english was assessed by both summative and formative assessments. the data were analysed by descriptive and inferential statistics. the result of multivariate analysis of variance (manova) revealed a significant difference between the experimental and control groups in their general achievement. more detailed analysis revealed that using react strategy had a significant impact on experimental groups’ formative assessment and they outperformed (mean= 19.48) the control group (mean= 18.24) in this regard. however, no difference between two groups’ summative assessment was found meaning that both groups performed similarly on final exams. the finding emphasizes the nature of react strategy in improving competency of the learners within the context of classroom activities