scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The Effectiveness of Note-Taking on Reading Comprehension of Iranian EFL Learners

2017 ◽  
Vol 6 (7) ◽  
pp. 308
Author(s):  
Farnoush Bahrami ◽  
Heidar Nosratzadeh
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Note Taking ◽  
Control Groups ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Analyze Data

By taking notes students could save time for reading all textbooks for their exams or for their representations.  It helps them to be vigilant all the time in class for having good notes and they have to paying attention to lectures or teachers all the time, therefore note-taking causes to listening better to lessons and lectures an also it causes to improves their comprehension when they read texts. Thus, the present study is important because note-taking could provide student’s memorization and helps them to remember what they learnt, absolutely important information. Also it accelerates to one-over their studies.The method used in this research was survey. The 40 Persian EFL learners were selected from a language institute in Karaj to participate in the present study. These learners were divided into two groups; one of them is experimental group (N=20) and the other one is control group (N=20). Pretest and post test were two instruments that were used to carry out this study, a pretest about skill of note-taking of passages of the lessons was used for both experimental and control group. This test consisted of 4 passages. The same test was administrated again as the post test for both groups by the end of the course to see the different conclusion between taking note of experimental group and control group control groups. Reliability between 4 texts is in oscillation from 0.6 to 0.81 (from 0.6 upwards). Therefore this reliability was an acceptable one. To analyze data descriptive statistics (that was contained percentage, frequency and mean score) and also inferential statistics (that was contained ANOVA, Pearson correlation, independent sample t-test, multivariate’s test, regression) were carried out by using SPSS16 soft ware. The findings confirmed that note taking is effective in reading comprehension.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

scholarly journals The Motivational Impact of Enhancing Reading Comprehension through Pictorial Fictions on the Involvement of Iranian EFL Students in Writing Activities

2021 ◽  
Vol 5 (1) ◽  
pp. 82-87
Author(s):  
Fereydoon Rasouli ◽  
Omid Ahmadi
Keyword(s):  
Reading Comprehension ◽  
Academic Writing ◽  
Male Students ◽  
Control Group ◽  
Efl Learners ◽  
Efl Students ◽  
Indirect Feedback ◽  
Two Stages ◽  
And Control ◽  
Experimental Group

Determining the motivational impact of enhancing reading comprehension, through pictorial fictions, on the EFL students to involve them more in writing activities, is the prime purpose of the present study. The study took place in the Iranian Language Institute (ILI), the branch of Mahabad. Key English Test (KET) administrated to a hundred students to select the subjects of the present study. Finally, 60 male students were selected and randomly divided into the experimental and control groups. The experimental group received pictorial fictions as treatment, utilizing input reading comprehension enhancement through typographic elements, and direct and indirect feedback provided to them, while the control group received pictorial fiction texts without such inputs, then to collect the intended data, the "Academic Writing Motivation Questionnaire" (AWMQ) was administered to both groups separately in two stages of pre-tests and post-tests. The results showed that enhancing reading comprehension has a significant motivational impact on the writing engagement of Iranian EFL learners.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI)

2021 ◽  
Vol 1 (1) ◽  
pp. 30-38
Author(s):  
Dody Sugiarto ◽  
Indrawati Indrawati ◽  
Rica Meygita
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this research is to know the implementation of Concept-Oriented Reading Instruction (CORI) in improving students’ reading comprehension of analytical exposition text and to find out whether there is a significant difference between students who were taught by using CORI and those who were not. This research used quantitative approach with experimental research which was conducted at an Islamic High School in Kemuja, Bangka Belitung Province. The researcher used purposive sampling technique and two classes were taken as the sample. The result of the test was analyzed by using statistical analysis of paired sample t-test and independent sample t-test. The result showed that the students who learned by using CORI got higher score than those who did not. It could be seen from the result of independent sample t-test of students’ post-test between experimental group and control group, the t-obtained in equal variences assumed was 2.385, and the significant (2-tailed) was 0.023. Since t-obtained was higher than t-table (2.385 > 2.036) and the significant (2-tailed) was lower than computation with level significant (0.023  < 0.05). Based on the fact above, it could be concluded that CORI significantly improved the students’ reading comprehension.

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