scholarly journals The Effect of Cultural Schemata on EFL Learners’ Reading Comprehension Ability

2020 ◽  
Author(s):  
Hiba Bensalah ◽  
Noureddine Guerroudj
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Cultural Schemata ◽  
Reading Comprehension Ability

scholarly journals The Effect of Cultural Schemata on EFL Learners’ Reading Comprehension Ability

2020 ◽  
Author(s):  
Hiba Bensalah ◽  
Noureddine Guerroudj
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Background Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Cultural Schemata ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

This research study aims to investigate the impact of cultural schemata on the process of reading culturally- loaded texts, and whether the use of pre-reading activities recompenses for the absence of cultural familiarity. In this regard, EFL readers bring to the text a wide range of experiences. Consequently, such diversity of prior knowledge influences their perception and interpretation of foreign language texts. Here comes the role of cultural schemata, which is indeed a very critical role. How do cultural differences in background knowledge influence student’s reading comprehension ability? To recognize the effect of cultural schemata on comprehension, it is essential first to understand the significant role that background knowledge plays in the reading process. Therefore, to carry out this research, a selection of reading comprehension tests was assigned for an experimental and a control group in a quasi-classroom experiment of first-year EFL students at Ibn Khaldoun University (Tiaret). While the experimental group was provided with pre-reading tasks to activate their background knowledge, the control group received no treatment. We collected data from 40 participants, and the results show that many EFL learners belonging to the control group display a lack of cultural schemata since their prior-knowledge is not activated, which may well impact negatively on their reading practices. By contrast, participants of the experimental group performed better in the comprehension test than those in the control group. In brief, there is a correlation between activating students’ background knowledge and the increase of reading comprehension ability.

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 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 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. 

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