scholarly journals The impact of individual and group_based expectations on the self_image and reading comprehension of iranian intermediate efl learners

2021 ◽  
Vol 14 (33) ◽  
pp. e15298
Author(s):  
Elahe Salehi ◽  
Ali-Reza Ameri ◽  
Gholam-Reza Abbasian
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
Self Image ◽  
Significant Difference ◽  
Language Classes ◽  
Post Test ◽  
The Individual ◽  
The Impact ◽  
Do So

The study scrutinized the effect of individual and group-based expectations on EFL learners' self-image and reading comprehension. This study explored the effectuality of individual expectations and group-based expectations in improving self-image and reading comprehension among EFL learners. To do so, 50 out of 120 Iranian EFL learners were chosen as the sample of the study and they were divided into two groups of Individual-based Expectation Instruction and Group-based Expectation Instruction, received five sessions of instruction along with some types of expectations and took two types of reading and self-image tests as a pre- and post-test. In general, the results showed no significant difference between the two groups’ mean scores on the post-test of self-image. The results revealed that the individual expectation group significantly outperformed the group-based expectation group on the post-test of reading comprehension. The findings suggest that using different forms of expectations in language classes can be instrumental in improving the students’ self-image and reading comprehension.

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 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 Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners

2020 ◽  
Vol 5 (1) ◽  
pp. 55
Author(s):  
Ehsan Namaziandost ◽  
Choiril Anwar ◽  
Leila Neisi
Keyword(s):  
Treatment Phase ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Do So

This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.

scholarly journals Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Mehdi Nasri
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

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.

Impact of Pharmacist Education on Inhaler Technique and Adherence in an Outpatient Clinic

2021 ◽  
pp. 001857872110468
Author(s):  
Bianca Mayzel ◽  
Sarah Muench ◽  
Colleen Lauster
Keyword(s):  
Inhaler Technique ◽  
Asthma Control Test ◽  
Test Study ◽  
Significant Difference ◽  
Post Test ◽  
Technique Evaluation ◽  
The Individual ◽  
The Impact ◽  
Pharmacist Education

Background and Objectives: To assess the impact that pharmacist education has on proper inhaler technique and adherence in a teaching clinic. Methods: This was prospective, non-randomized, pre-test/post-test study. Patients were 18 years or older, had a diagnosis of asthma or COPD, and prescribed at least 1 inhaled medication. Initial visits consisted of a baseline asthma control test (ACT) or COPD assessment test (CAT), the Test of Adherence to Inhalers (TAI), and a baseline inhaler technique evaluation. The pharmacist then educated the patient. Then inhaler technique was assessed again (post-education inhaler technique evaluation #1). Follow-up visits occurred 4 to 8 weeks later. ACT or CAT and TAI test were administered and inhaler technique was assessed again (post-education inhaler technique #2). The primary outcome was the comparison of the percentage of correct steps performed from baseline to post-education inhaler technique evaluation #1 and from baseline to post-education inhaler technique evaluation #2. Results: Eighteen patients were included, with a mean age of 58 years old. Over half had asthma, were female and African American. There was a significant difference in inhaler technique from baseline to post-education inhaler evaluation #1 and from baseline to post-education inhaler evaluation #2. The most common step missed was no exhalation before inhalation. There was no significant difference when comparing the individual and overall TAI test scores from initial to follow up visit. Conclusions: This study supports pharmacist-led inhaler technique education.

scholarly journals The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students

2021 ◽  
Vol 3 (1) ◽  
pp. 95-108
Author(s):  
Andira Abdallah
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Sentence Structure ◽  
Significant Difference ◽  
Post Test ◽  
Reading Text ◽  
Parallel Text ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students’ at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students’ reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.

scholarly journals The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

2018 ◽  
Vol 11 (3) ◽  
pp. 153
Author(s):  
Bader Alharbi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Efl Learners ◽  
Future Studies ◽  
Saudi Students ◽  
Significant Difference ◽  
L1 And L2 ◽  
The Impact

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

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