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 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 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

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

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.

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

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.

scholarly journals The Effect of Reflective Reading on Reading Comprehension of Iranian EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 267
Author(s):  
Nava Nourdad ◽  
Rasoul Asghari
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Study Groups ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Survival Skill ◽  
Comprehension Ability ◽  
Almost All ◽  
Reading Comprehension Ability

Reading comprehension as a survival skill in EFL context is included in almost all language proficiency and achievement tests. However, it seems that traditional approaches to reading comprehension instruction have not been successful at satisfying the learners’ need. Considering the advantages of reflective reading, it appeared as a probable solution to reading problem of EFL learners. Therefore, this experimental study aimed at investigating the effect of reflective reading on reading comprehension of Iranian EFL learners. To this end 49 male and female participants were selected through convenient sampling and were randomly assigned to two control and experimental groups. An English proficiency test was given to the sample to make sure about the homogeneity of the participants and equality of proficiency levels of the two groups. Later reading comprehension ability of the study groups was measured. As the ten-session treatment began the experimental group experienced reflective reading, while the control group followed conventional method of reading and answering comprehension check questions. After the treatment period, the groups’ reading comprehension ability was assessed once more. Independent samples t-tests were run to analyze the gathered data. It was found that reflective reading has positive effect on reading comprehension of Iranian EFL learners. Pedagogical implications of this finding for language teachers, learners, material developers, policy makers and researchers are discussed. 

scholarly journals The Effect of Pre-reading Activities on the Comprehension of L2 Texts by Iranian Pre-intermediate EFL Learners

2019 ◽  
Vol 9 (3) ◽  
pp. 14
Author(s):  
Roghayeh Rasouli ◽  
Akhtar Zohouri Vaghei ◽  
Majid Pourmohammadi
Keyword(s):  
Reading Comprehension ◽  
Reliability Index ◽  
Population Based ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
New Treatment ◽  
Reading Activities ◽  
Experimental Group ◽  
Reading Comprehension Ability

This present study investigated the effects of pre-reading activities on the reading comprehension ability of Iranian pre-intermediate level EFL learners. To this end, 40 female EFL learners with the age of 14 to 18 who were studying at Soroush English Institute in Rasht, Iran were selected from a larger population based on their performance on a Quick Placement Test. Then the participants were randomly assigned to one experimental and one control group. A pretest piloted before with the reliability index of .86 was administered to both groups. Next, the experimental group received 10 sessions treatment that was vocabulary pre-teaching. Meanwhile, the control group received its usual classroom teaching. Then, a posttest with the reliability index of .88 was administered to both groups. The result of this study revealed that experimental group who received the new treatment achieved higher proficiency in reading comprehension than the control group. Therefore, the result of this study confirmed that pre-reading activities and vocabulary pre-teaching can statistically improve the participants’ reading comprehension ability.

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 WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Ehsan Namaziandost ◽  
Arash Hashemifardnia ◽  
Albina Anvarovna Bilyalova ◽  
Doris Fuster-Guillén ◽  
Jessica Paola Palacios Garay ◽  
...  
Keyword(s):  
Online Instruction ◽  
Vocabulary Instruction ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

scholarly journals The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

2018 ◽  
Vol 8 (3) ◽  
pp. 94-103
Author(s):  
Somayyeh Mousavian ◽  
Hossein Siahpoosh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Schema Theory ◽  
Reading Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Efl Students ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.   Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching

Enhancing Speaking Ability through Intervening Scaffolding Strategies

2016 ◽  
Vol 6 (11) ◽  
pp. 2191 ◽  
Author(s):  
Seyedeh Zahra Arfaei Zarandi ◽  
Behzad Rahbar
Keyword(s):  
T Test ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Scaffolding Strategies ◽  
And Control ◽  
Experimental Group ◽  
Statistical Results ◽  
Do So

The present study set out to investigate the effect of intervening scaffolding strategies on Iranian EFL learners’ speaking ability. To do so, a sample of 60 Iranian EFL learners were selected based on their performance on Oxford Placement Test (OPT). The participants were then randomly assigned to two equal groups of experimental and control. The experimental group was taught speaking through intervening scaffolding by providing flexible opportunities for learners to use their knowledge, skills, and strategies in different contexts and for different purposes. Control group received routine techniques of speaking instruction. Based on the statistical results of the independent sample t-test, intervening scaffolding strategies had been proved to be successful in enhancing speaking ability of EFL learners

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