scholarly journals The effectiveness of Hymes’ ethnography of communication model in teaching English learners reading comprehension

2019 ◽  
Vol 16 (1) ◽  
pp. 58-66
Author(s):  
Parisa Farrokh
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Traditional Approach ◽  
T Test ◽  
Control Group ◽  
Communication Model ◽  
Efl Learners ◽  
Paired Samples ◽  
Comprehension Ability ◽  
Post Test

The aim of this study was to investigate the effect of a discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. A Quick Placement Test (QPT) was used to select 60 intermediate EFL learners as the participants of this study. Then, they were divided into experimental and control groups. Each group consisted of 30 learners. Prior to the treatment, the participants of both groups were given a pre-test to determine their reading comprehension levels. The experimental group was exposed to the Hymes’ model. In the control group the researcher used a traditional approach for teaching the reading skill. Then a post-test was administered to both groups. An independent samples t-test between post-tests of the study and a paired-samples t-test between the pre-test and post-test of the groups of the study were run. The results of the study indicated that applying Hymes’ model improved the learners’ reading comprehension while the traditional approach did not. ﻛﺎ ن اﻟ ﮭد ف ﻣ ن ھذه اﻟ د را ﺳﺔ ھو اﻟﺗﺣ ﻘﯾ ق ﻓ ﻲ ﺗﺄﺛﯾ ر اﻟﻧﮭ ﺞ اﻟﺗد ر ﯾﺑ ﻲ ﻋ ﻠ ﻰ ﻗد ر ة اﻟ ط ﻼ ب ا ﻹ ﯾ ر اﻧ ﯾﯾ ن ﻋ ﻠ ﻰ ﺗ ﻌﻠ م اﻟﻘ ر ا ءة واﻟ ﻛﺗﺎﺑ ﺔ ﻓﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ أ ﺟﻧﺑﯾﺔ. ﺗم ا ﺳﺗ ﺧدام ا ﺧﺗﺑﺎ ر ﺗ ﺣدﯾد اﻟ ﻣ ﺳﺗ و ى اﻟ ﺳرﯾ ﻊ (QPT) ( ﻟﻠﺗﺄ ﻛد ﻣ ن ﺗ ﺟﺎﻧ س ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ اﻹ ﻧ ﺟﻠﯾ زﯾ ﺔ ﻛﻠ ﻐﺔ أ ﺟﻧﺑﯾ ﺔ اﻟذﯾ ن ﻛﺎﻧ وا ﻓ ﻲ ﻓ ﺻ ﻠﯾ ن د را ﺳﯾﯾ ن. ﺛم، ﺗم ﺗﻘ ﺳﯾ ﻣﮭم ﺑ ﺷﻛل ﻋﺷواﺋ ﻲ إﻟ ﻰ ﻣ ﺟﻣوﻋﺎ ت ﺗ ﺟرﯾﺑﯾ ﺔ وﻣراﻗﺑ ﺔ. ﻛل ﻣ ﺟﻣوﻋﺔ ﺗﺗﺄﻟ ف ﻣ 30 ﻣﺗ ﻌﻠ ﻣﺎ. ﻗﺑ ل اﻟ ﻌ ﻼج، ﺗم إ ﻋطﺎ ء اﻟ ﻣ ﺷﺎ رﻛﯾ ن ﻣ ن ﻛ ﻼ اﻟ ﻣ ﺟﻣوﻋﺗﯾ ن ﻗﺑ ل ا ﻻﺧﺗﺑﺎ ر ﻟﺗ ﺣدﯾد ﻣ ﺳﺗ وﯾﺎ ت اﻟ ﻔ ﮭم اﻟ ﻘ ر ا ءة ﻟ دﯾ ﮭم. ﺗ ﻌر ﺿ ت اﻟﻣ ﺟ ﻣو ﻋ ﺔ اﻟ ﺗ ﺟ ر ﯾﺑﯾ ﺔ ﻟﻧ ﻣو ذ ج اﻟ ﺗ ر اﺗﯾ ل . ﻓ ﻲ اﻟﻣ ﺟ ﻣو ﻋ ﺔ اﻟ ﺿ ﺎﺑ ط ﺔ، ا ﺳ ﺗ ﺧ دم اﻟ ﺑﺎ ﺣ ث اﻟﻣﻧ ﮭ ﺞ اﻟ ﺗﻘﻠﯾد ي ﻟﺗد ر ﯾ س ﻣﮭﺎ ر ة اﻟ ﻘ ر ا ءة. ﺛم ﺗدا ر ﺑ ﻌد ا ﻻ ﺧ ﺗﺑﺎ ر ﻟ ﻛ ﻼ اﻟ ﻔ ر ﯾﻘﯾ ن . ﺗم إ ﺟ ر ا ء ا ﺧ ﺗﺑﺎ ر ﻣ ﺳ ﺗﻘ ل ﻟ ﻌﯾﻧﺎ ت t ﺑﯾن ا ﻻ ﺧ ﺗﺑ ﺎ ر ﯾ ن اﻟﻼ ﺣ ﻘﯾ ن ﻟﻠد ر ا ﺳ ﺔ و ا ﺧ ﺗﺑﺎ ر t اﻟﻣﻘﺗ ر ن ﺑﺎﻟ ﻌﯾﻧﺎ ت ﺑﯾ ن ا ﻻ ﺧ ﺗﺑﺎ ر اﻟﻣ ﺳ ﺑ ق و ا ﻻ ﺧ ﺗﺑﺎ ر اﻟﻼ ﺣ ق ﻟ ﻣ ﺟ ﻣو ﻋ ﺎ ت اﻟد ر ا ﺳ ﺔ. أ ﺷ ﺎ ر ت ﻧﺗﺎﺋ ﺞ اﻟد ر ا ﺳ ﺔ إﻟﻰ أ ن ﺗ ط ﺑﯾ ق ﻧ ﻣو ذ ج ھ ﺎﯾ ﻣز ﻗد ﺣ ﺳ ن ﻣ ن ﻓ ﮭم اﻟ ﻘ ر ا ءة ﻟﻠﻣﺗ ﻌﻠ ﻣﯾ ن ﻓ ﻲ ﺣ ﯾ ن أ ن اﻟ ﻧ ﮭ ﺞ اﻟ ﺗﻘﻠﯾد ي ﻟ م ﯾﻔ ﻌل ذﻟ ك

scholarly journals The Effectiveness of Hymesˊ Ethnography of Communication Theory to Teach English Learnersˊ Reading Comprehension Ability: A Discoursal Approach

2018 ◽  
Author(s):  
Parisa Farrokh ◽  
Reza Ebrahimi
Keyword(s):  
Reading Comprehension ◽  
Communication Theory ◽  
T Test ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Comprehension Ability ◽  
And Control ◽  
Reading Comprehension Ability

The aim of this study was to investigate the effect of discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. Quick Placement Test (QPT) was used to select 60 intermediate EFL learners as the participants of this study. Then, they were randomly divided into experimental and control groups. Each consisted of 30 learners. Prior to the treatment, the participants of both groups were given a pretest to ensure their reading comprehension. The experimental group was exposed to the Hymes’ model. In the control group the researcher used placebo for teaching reading skill. Then a posttest was administered to both groups. An Independent samples t-test between posttests of the study and a paired-samples t-test between the pretest and posttest of the groups of the study were run. The results of the study revealed and emphasized that the Hymes’ model improved the learners’ reading comprehension.

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 The Effect of Partner Reading Strategy on Reading Comprehension

2020 ◽  
Vol 4 (2) ◽  
pp. 206-218 ◽  
Author(s):  
Yanti Kristina Sinaga ◽  
Herman Herman ◽  
Putri Laura Siahaan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Reading Strategy ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Partner Reading ◽  
Experimental Group

This research is conducted in investigating whether Partner Reading Strategy affects on students’ Reading Comprehension ability in descriptive text. The problem of this research is “What is the effect of Partner Reading strategy significantly for students’ reading comprehension at grade eight of SMP N7 Pematangsiantar?”. To solve the problem of this research, the researchers used related theories ; Grellet (1997), Nunan (1991), Melanie and Paula (2008) and Patel, Jain (2008), Pammun (2017), Snow et al (2002), Dorn and Soffos (2005 ) and Grade (2014). This research was done in SMP N 7 Pematangsiantar. In this research, the researchers conducted an experimental quantitative research. The population of this research was the eight grade of SMP N 7Pematangsiantar The samples of this research were two classes, they were 62students The first class was 31 students of experimental class who had been taught by Partner Reading Strategy and the second was 31 students of control group who had been taught by conventional method. The instrument for collecting the data was 20 items of multiple choice test. The data were analyzed by using t-test formula in order to see whether Partner Reading Strategy significantly affect on students’ reading comprehension or not. The total score of pre-test in control group is 1065, mean 34.35 and the total score of post-test in control group is 1355, mean is 45,16, meanwhile the total score of pre-test in experimental group is1525, mean is 49.19 and the total score of post-test in experimental group is 2470, mean is79.67. The finding indicates that the value of t-test exceeds the value of t-table (8.77> 1,67), at the level of significant p = 0,05 and the degree freedom df= 60. The finding implies that the alternative hypo research is accepted. In other words, there is a significant effect of Partner Reading Strategy on the students reading comprehension.

scholarly journals The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

2017 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Masoud Khalili Sabet ◽  
Abdorreza Tahriri ◽  
Somayeh Rostami Shirkoohi
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Placement Test ◽  
Control Group ◽  
Attitude Questionnaire ◽  
Intermediate Students ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending.  To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners.  Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups.  The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities.    The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of  the first experimental and second experimental groups’  post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores  of the first and the second  experimental groups’ post- tests compared to the control group’ post-test scores.  The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities. 

The Impact of Cooperative Learning on Iranian Intermediate EFL Learners’ Reading Comprehension: The Case of Jigsaw Technique

2020 ◽  
Vol 5 (1) ◽  
pp. 11-18
Author(s):  
Behnaz Raji
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Jigsaw Technique ◽  
Experimental Group

This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.

scholarly journals The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Hooshang Khoshsima ◽  
Mohammad Tajik
Keyword(s):  
Language Teaching ◽  
Traditional Approach ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Paired Samples ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p>This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners. </p>

scholarly journals Improving ESP Students' Reading Comprehension Proficiency by Using Scanning Techniques

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Dr. Edhah Numan Khazaal ◽  
Dr. Edhah Numan Khazaal
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Traditional Methods ◽  
Scanning Technique ◽  
Comprehension Ability ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed to reveal if the use of scanning techniques can improve ESP students' reading comprehension proficiency. A sample of 20 ESP students was chosen randomly and divided into two groups, their ages ranged between 20 and 21 years old. The control group was taught through traditional methods of reading comprehension and the experimental group was taught through the scanning technique. Both groups were administered a reading comprehension test and questionnaire to find out if they were aware of using scanning techniques in the learning of enumerating texts. Data was analyzed by using a t-test on the scanning technique. The researcher uses pre-test and post-test. The collected data were analyzed by using the T-test formula. The result of data analysis showed that the mean score in the post-test for the experimental group is higher than the mean score in the controlled group. The pre-test and post-test comparison showed that the participants achieved a higher level of reading comprehension proficiency following the instructions. The findings of the study indicated that the reading scanning technique was more effective in improving the reading comprehension ability of ESP students than traditional methods of reading comprehension.

scholarly journals The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners

2019 ◽  
Vol 9 (12) ◽  
pp. 1513 ◽  
Author(s):  
Leila Neisi ◽  
Mehrnnoosh Hajijalili ◽  
Ehsan Namaziandost
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Reading Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Inverted Classrooms ◽  
Intensive Reading ◽  
The Impact

This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were randomly divided into two experimental groups; intensive reading group (n=20) and extensive reading group (n=20), and a control group (n=20). Then, the three groups were pretested. After that, the researcher put the participants of both experimental groups in two inverted classrooms. Each inverted classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. On the other hand, the control group receive no treatment and were taught in traditional instruction. The results of paired samples t-test and one-way ANOVA revealed that both experimental groups had better performance on their post-test compared to their pre-test. The results showed that there was not a significant difference between the performances of the experimental groups on the post-test. Finally, implications arising from the findings and suggestions for further research were explained.

scholarly journals THE EFFECT OF TEACHING CULTURAL CONTENT ON INTERMEDIATE EFL LEARNERS’ READING COMPREHENSION ABILITY

2020 ◽  
Vol 31 (2) ◽  
pp. 302
Author(s):  
Masoumeh Razavi ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Reading Comprehension ◽  
Treatment Period ◽  
Lesson Plan ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Post Test ◽  
Quasi Experimental ◽  
Cultural Content ◽  
Experimental Group

This study investigated the effect of teaching cultural content on Iranian intermediate English as a foreign language (EFL) learners’ reading comprehension. To this end, 60 intermediate EFL learners from Shokouh Institute in Motelqu, Mazandaran, Iran were selected randomly and assigned to two groups, namely the control group and experimental group; 30 participants in each group were chosen based on their performance using the Oxford Placement Test (OPT). This study used a quasi-experimental, pretest-posttest control group research design. After the OPT, the reading comprehension pre-test was given to the participants to check their initial reading comprehension. During a six-week treatment period, both control and experimental groups received the same routine lesson plan of the institute but only the experimental group enjoyed the culture instruction in order to test its effect on learners’ reading comprehension improvement. At the final stage, the post-test was given to check their reading comprehension after the six-week treatment period. The data were analyzed using an Independent Samples T-test and a series of paired Samples T-tests. The results of this study showed that receiving cultural content instruction improved learners’ reading comprehension. In general, the results of experimental group supported the effect of teaching cultural content on Iranian learners’ reading comprehension.

The Effect of Cultural Transfer of Connotative Meaning of Vocabularies on Iranian EFL Learners’ Reading Comprehension

2016 ◽  
Vol 6 (7) ◽  
pp. 1489
Author(s):  
Narjes Mabhoot ◽  
Mitra Zeraatpishe
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Traditional Teaching ◽  
Connotative Meaning ◽  
Cultural Transfer ◽  
Efl Learners ◽  
Comprehensive Performance ◽  
Post Test ◽  
Experimental Group

This research has been worked upon analyzing the effect of cultural transfer of connotative meaning of vocabularies on Iranian EFL learners’ reading comprehension. 100 participants took part in the study who were divided into 2 groups: experimental group in which the cultural transfer took place; and the control group in which the traditional teaching without mentioning cultural transfer occurred. It should be taken into consideration that both groups have been tested by the same taxt taken from TOEFL as a pre-test and a post-test. The obtained results were calculated and analyzed by statistical t-test, indicated that the learners had a better comprehensive performance in second language texts by using the cultural transfer of connotative meaning of vocabularies. Results indicated the outperformance of the experimental group.

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