The Effectiveness of a Reception Theory-Based Strategy in Improving Literary Appreciation Skills of Tenth Grade Students

This study aimed to verify the effectiveness of a reception theory-based strategy in improving literary appreciation skills among tenth-grade students. The design included an experimental group of 21 students and a control group of 20 students, randomly assigned from five tenth-grade classes. The strategy based on reception theory was applied, and a test measured four skills of literary appreciation: images, music and imagination; words and structures; ideas and meanings; and emotion. The results showed a statistically significant difference at the significance level (α = 0.05) in literary appreciation skills, both individually and overall, between the performance of the two groups, in favor of the experimental group. The skill of images, music, and imagination ranked first, followed by words and structures in second place, ideas and meanings in third place, and emotion in fourth place. The study recommends Incorporating reception theory-based strategies into the curricula, and working on developing awareness of the importance of these strategies for teachers, as well as methods for their application by learners. It is also recommended that further similar studies need to be conducted, expanded to cover all language skills across all educational stages, to determine the most suitable approaches in light of reception theory.