Exploring the Relationship of Iranian EFL Learners⿿ Critical Thinking and Self-regulation with their Reading Comprehension Ability

<p>The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).</p>

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Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

Journal of Language Teaching and Research ◽

10.17507/jltr.0702.17 ◽

2016 ◽

Vol 7 (2) ◽

pp. 370

Author(s):

Ayda Rahmani

Keyword(s):

Reading Comprehension ◽

Proficiency Test ◽

Control Male ◽

Control Female ◽

Efl Learners ◽

Input Enhancement ◽

Paired Samples ◽

Comprehension Ability ◽

The Impact ◽

Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest. Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

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On the Relationship between Creative Problem Solving Skill and EFL Reading Comprehension Ability

Theory and Practice in Language Studies ◽

10.17507/tpls.0703.10 ◽

2017 ◽

Vol 7 (3) ◽

pp. 234 ◽

Cited By ~ 3

Author(s):

Maghsoud Danesh ◽

Nava Nourdad

Keyword(s):

Reading Comprehension ◽

Problem Solving ◽

Secondary School ◽

Secondary School Students ◽

Creative Problem Solving ◽

School Students ◽

Comprehension Ability ◽

Creative Problem ◽

The Relationship ◽

Reading Comprehension Ability

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

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Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories

International Journal of Language and Linguistics ◽

10.11648/j.ijll.20130104.19 ◽

2013 ◽

Vol 1 (4) ◽

pp. 155

Author(s):

Fatemeh Azizmohammadi

Keyword(s):

Short Stories ◽

Reading Comprehension ◽

Efl Learners ◽

Comprehension Ability ◽

Reading Comprehension Ability

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Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

Journal of Language Teaching and Research ◽

10.17507/jltr.0804.16 ◽

2017 ◽

Vol 8 (4) ◽

pp. 761

Author(s):

Mehran Davaribina ◽

Shahram Esfandiari Asl

Keyword(s):

Reading Comprehension ◽

Concept Mapping ◽

Strategy Instruction ◽

Analysis Of Covariance ◽

Strategy Training ◽

Control Group ◽

Efl Learners ◽

Translation Strategy ◽

Comprehension Ability ◽

Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control). Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

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