scholarly journals The Relationship between Self-esteem, Personality Type and Reading Comprehension of Iranian EFL Students

2012 ◽  
Vol 2 (8) ◽  
Author(s):  
Mohammad Sadeq Bagheri ◽  
Mehrnaz Faghih
Keyword(s):  
Reading Comprehension ◽  
Personality Type ◽  
Self Esteem ◽  
Efl Students ◽  
The Relationship

scholarly journals The Relationship between Personality Types and the Cognitive - Metacognitive Strategies

2018 ◽  
Vol 8 (2) ◽  
pp. 29 ◽  
Author(s):  
Nadia Soleimani ◽  
Morteza Nagahi ◽  
Mohammad Nagahisarchoghaei ◽  
Raed Jaradat
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Personality Type ◽  
Personality Types ◽  
Metacognitive Strategies ◽  
General View ◽  
Comprehension Test ◽  
Type Indicator ◽  
Efl Students ◽  
The Relationship

This study investigates the relationship between the personality type and cognitive-metacognitive strategies utilized by test-takers in reading comprehension tests. One hundred undergraduate Iranian English Foreign Learning (EFL) students participated in a reading comprehension test followed by a questionnaire and the Myers & Briggs Type Inventory. The questionnaire consisted of 30 cognitive-metacognitive items (Phakiti, 2003). These questions inquired about the thought process that occurred while completing the test. The 93-item Myers-Brigs Type Indicator (MBTI) questionnaire is a tool that provides individuals with a personality type. The study employed a quantitative data analysis where the input data was analyzed in two ways. First, descriptive statistics were used to describe the sample characteristics, and then a two-way ANOVA was calculated to obtain a general view of the relationship between the variables. The data analysis resulted in the identification of 14 personality types along with three groups of readers distinguished by their reading comprehension test scores as highly successful, moderately successful, or unsuccessful. However, the results suggested that there were no significant relationships between personality types of test-takers and the cognitive-metacognitive strategies utilized during a reading comprehension test. Using a 90 percent Confidence Interval (CI), there was meaningful interaction between the personality traits (Extroversion/Introversion and Judging/Perceiving) of Iranian EFL test-takers and their use of cognitive-metacognitive strategies.

scholarly journals RELATIONSHIP BETWEEN SELF ESTEEM AND READING ABILITY OF INDONESIAN EFL STUDENTS

2017 ◽  
Vol 5 (1) ◽  
pp. 9
Author(s):  
Intan Satriani
Keyword(s):  
Graduate Students ◽  
Null Hypothesis ◽  
Reading Ability ◽  
Self Esteem ◽  
English Department ◽  
Male And Female ◽  
Reading Score ◽  
Research Instrument ◽  
Efl Students ◽  
The Relationship

The present study is employed to understand the relationship between self esteemand reading ability of Indonesian EFL students. The study was conducted on bothIndonesian male and female graduate students of English department in aPostgraduate school in Bandung. During the research, questionnaire developed byHyde (1979 in Bagheri, et al., 2012) was used as the research instrument to obtainthe score of students‟ self esteem. In addition, the data of reading score werecollected from TOEFL score which has been standardized. Those instrumentswere administered in one session. The data were analyzed by Pearson momentcorrelation to identify the relationship between two variables. The result of thisstudy showed that the null hypothesis of this study is rejected. Sincetheprobability value of students‟ self esteem is lower than the level of significant(.697>0.05). It indicates that there is a correlation between self esteemandstudents‟ reading ability.Keywords: Self-Esteem , reading Ability

The Relationship between Multiple Intelligences and Performance of EFL Students in Different Forms of Reading Comprehension Tests

2016 ◽  
Vol 6 (10) ◽  
pp. 1929 ◽  
Author(s):  
Saeed Zahedi ◽  
Elham Mottaghi Moghaddam
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Multiple Choice ◽  
Choice Test ◽  
Regression Equations ◽  
Efl Students ◽  
The Relationship ◽  
Comprehension Tests ◽  
Cloze Test ◽  
Reading Comprehension Tests

The major aim of this study was to investigate the relationship between Multiple Intelligences (MI) scores and the performance of Iranian EFL students on different forms of reading comprehension tests. To this aim, 90 learners of English from Parax Institute of Science and Technology (Mashhad Branch) were selected. They were asked to complete MIDAS multiple intelligences questionnaire and a reading test, which included two tests formats (multiple-choice and cloze test). The result of the correlational study indicated that the total MI score correlated positively with performance on multiple-choice and cloze test. Out of its 8 sub-intelligences linguistic, intrapersonal, spatial, and mathematical intelligence correlated positively with multiple-choice test of reading. Performance on cloze test correlated positively with linguistic, spatial, and mathematical intelligence.  The results of regression equations also showed that MI scores predict both the performance on multiple-choice and cloze test. Out of its sub-intelligences, linguistic intelligence and musical intelligence predict performance on multiple-choice questions and linguistic intelligence predicts performance on cloze test.

scholarly journals Students’ ability to identify media bias in written press

2020 ◽  
Vol 9 (2) ◽  
pp. 140-144
Author(s):  
María Piedad Rivadeneira Barreiro
Keyword(s):  
Reading Comprehension ◽  
Media Bias ◽  
Random Assignment ◽  
Variable Time ◽  
Efl Students ◽  
The Relationship ◽  
Variable Group

The intention of this study is to analyze the relationship between reading comprehension and students’ ability to identify media bias in written press.  The participants for this study were sixty EFL students from a language department of an Ecuadorian university.  There was no random assignment of participants to the control and experimental groups.  Information was obtained from a questionnaire by Browne and Keeley (2004).  Data was coded manually, and the outcomes showed no significant improvement in students’ ability to identify media bias referred to the variable “time”.  Also, there was no significance in the interaction of the variable “time” and the variable “group”, and there was little difference in the two times the test was taken by both groups.   

scholarly journals Looking at the Link between Thinking Style and Reading Comprehension: A Case of Indonesian EFL Students at One Madrasah in Palembang, South Sumatera, Indonesia

Ta dib ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 185-198
Author(s):  
ELSYA AGESTY
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Dominant Factor ◽  
Thinking Style ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Comprehension Score ◽  
Efl Students ◽  
The Relationship

This study was aimed at describing the relationship between thinking style and reading comprehension of students at one Madrasah in Palembang, South Sumatera. The method used in this study was correlational research. The population of the research was eleventh grade students. There were 452 students from eleventh grade classes as the population in this study. The sample was taken by using purposive sampling which consisted of 147 students. Furthermore, there were two variables in this research. The first one was students’ thinking style (variable X) and the second one was the students’ reading comprehension skill (variable Y). The students’ thinking style score was taken from the questionnaire, while the students’ reading comprehension score was taken from a test. Based on the data analysis, it was found that the r-obtained (-.008) was lower than r-table (0.162). Then the level of probability (p) significance (sig.2-tailed) was .928. It indicated that p (.928) was higher than 0.05. It implied that null hypothesis (H0) was accepted and the alternative hypothesis (Ha) was rejected. From the finding, it could be concluded that there was no significant relationship between the students’ thinking style and their reading comprehension skill. It showed that the students’ thinking style was not a dominant factor that affected the reading comprehension.

The Relationship among EFL Learners’ Self-esteem, Autonomy, and Reading Comprehension

2016 ◽  
Vol 6 (1) ◽  
pp. 68 ◽  
Author(s):  
Mansour Koosha ◽  
Azam Abdollahi ◽  
Fatemeh Karimi
Keyword(s):  
Reading Comprehension ◽  
Self Esteem ◽  
Efl Learners ◽  
The Relationship

scholarly journals Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

2020 ◽  
Vol 10 (2) ◽  
pp. 445-459
Author(s):  
Muhammad Waleed Shehzad ◽  
Rida Ahmed ◽  
Shazma Razzaq ◽  
Amer Akhtar ◽  
Md. Kamrul Hasan
Keyword(s):  
Reading Comprehension ◽  
Coping Strategies ◽  
Quantitative Research ◽  
Negative Relationship ◽  
Research Approach ◽  
Cross Sectional ◽  
Correlational Research ◽  
Efl Students ◽  
Relationship Of ◽  
The Relationship

Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.

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