The Effect of ECRIF Strategy on Iraqi EFL Preparatory School Pupils’ Achievement in English Language and Cognitive Engagement

Abstract

The problem of the study is particularly pronounced in preparatory school settings, where foundational language skills are critical for future academic success. This study investigates the Effect of the (ECRIF) Strategy on EFL Preparatory School Students' English Language Achievement and Cognitive Engagement. The study aims to find out the effect of (ECRIF) Strategy on EFL Preparatory School Pupils’ achievement in English language. In Addition, to find out the effect of (ECRIF) Strategy on EFL preparatory school pupils’ cognitive engagement. While the hypothesis of the study indicated, there is no significant difference between the mean scores of the experimental group and the control group in the posttest. "There is no significant difference between the mean scores of the experimental group and the control group in the cognitive engagement scale". "There is a significant relationship between the experimental group pupils' achievement in the posttest and their scores on the cognitive engagement scale". The study used a quasi-experimental design with pre-test and post-test assessments for both experimental and control groups. The cognitive engagement measured by using a questionnaire for both the experimental and control groups before and after the experiment. This research was conducted on a sample of seventy-four fifth-grade students studying at Al-Karkh -Almahmuodia schools in Baghdad. It indicates the ECRIF Strategy dramatically enhances achievement and cognitive engagement for EFL Preparatory school students in English. The findings show also a strong positive association between the pupils' post-test achievement test scores and their level of cognitive engagement.