The Impact of Text Difficulty on EFL Learners� Reading Comprehension and Vocabulary Learning

2012 ◽  
Vol 2 (2) ◽  
pp. 14-24 ◽  
Author(s):  
Lu-Fang Lin ◽  
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Text Difficulty ◽  
Efl Learners ◽  
The Impact

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

scholarly journals The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

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.

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.

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