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 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 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

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals The Effects of Visualization Training Techniques on Reading Comprehension Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Zahra Sanati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Comprehension Ability ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study was conducted to investigate the impact of visualization on reading comprehension ability of Iranian intermediate EFL learners. To fulfill the purpose of the study, 40 out of 100 intermediate learners of an English language institute were chosen by means of administering a PET Test. Based on the results of the homogenizing test, two groups were formed, and learners were not randomly assigned to an experimental group and a control one. Then, both groups were provided with seven teaching sessions. A pretest was given to all examinees to capture the initial differences. Learners in the experimental group were taught to visualize the words using a variety of visualization strategies before, during, and after reading the text in class. However, students in the control group were provided with a conventional instruction in traditional classes like reading the text aloud, translating the text, and providing synonyms and antonyms, if it was needed. After teaching sessions, a posttest was given to students of both groups. The statistical analysis of obtained results using paired t-test and ANCOVA revealed that the participants in the experimental group outperformed the participants in the control group. The findings of this study showed that the effect of visualization as an instructional technology on Iranian EFL learners’ reading comprehension was extremely noticeable. The findings of the present study may have some theoretical and practical implications for both Iranian EFL teachers and students, as well as for curriculum designers and developers.

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.

scholarly journals Effects of Training in Figures of Speech on EFL Learners’ Literary Reading Comprehension Ability

2020 ◽  
Vol 1 (3) ◽  
pp. 1-8
Author(s):  
Sam Roodi ◽  
Masoud Farahmandfar
Keyword(s):  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Curriculum Planning ◽  
Control Group ◽  
Reading Processes ◽  
Efl Learners ◽  
Figures Of Speech ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

One of the major areas of interest in SLA research is the study of the ways in which expert and non-expert readers respond to L2 texts and the fundamental changes that can be brought about in their L2 reading processes through formal instruction. In line with this research tradition, the present quasi-experimental study investigated the effects of formal training in figures of speech on university EFL learners’ appreciation of an unseen literary text, Martin Luther King’s “I Have a Dream” in the case of this study. Understanding literature requires knowledge of figures of speech.An experimental group (n=29) and a control group (n=26) of intermediate 3rd year EFL learners, studying English for a B.A. degree at Kashan University, Iran, participated in the study. The participants were first pre-tested and matched for their level of proficiency in English and their initial reading comprehension ability. In addition to the normal curriculum content, the experimental group received instruction in figures of speech through a course called "Fonun va Sana'at" (Figures of Speech). The control group did not receive this instruction. Both groups were post-tested on their ability to read a literary passage and to appreciate it.The results of t-test analysis of the resulting data revealed significant differences between the means of the two groups. The experimental group that had received instruction in figures of speech significantly outperformed the control group. The findings of the study have practical implications for material development, curriculum planning, teaching English through literature, and second language acquisition.

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 Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique

1970 ◽  
Vol 2 (2) ◽  
pp. 13-33
Author(s):  
Caroline V Katemba & Samuel
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Conventional Technique ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability ◽  
Test Treatment

This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung , Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique.  This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.   Keywords: Jigsaw 1, Reading Comprehension

The Effect of Project–Based Learning on Undergraduate EFL Students’ Reading Comprehension Ability

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Aziza KAVLU
Keyword(s):  
Reading Comprehension ◽  
21St Century ◽  
English Language ◽  
Real Life ◽  
Project Based Learning ◽  
Control Group ◽  
Vocabulary Skills ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

 Globalization in the 21st century and rapid strides in technology have increased the need for communication in English as is has become a lingua franca. English is also needed as a tool to assist academic advancement, career promotion and information-seeking in general. Hence, good English reading comprehension ability and a sufficient vocabulary range are both vital for university students for these purposes. Therefore, educators have to take into consideration these improvements and attempt to apply various innovative approaches during the education process. Project–Based Learning (PBL) is an approved method that equips learners not only with the 21st century skills (critical-thinking, problem-solving, life–long learning skills, creativity, innovation, collaboration, real-life- setting communication skills), but also has remarkable effects on enhancing learners’ English language skills. The main purpose of this paper is to explore the relationship between the implementation of PBL and elementary level EFL learners’ reading comprehension ability. The present study investigates whether learners’ reading comprehension ability and vocabulary skills improve with the application of PBL. Forty-five first year Faculty of Education students at Ishik University (Iraq, Erbil) participated in the study, in which the experimental group was taught reading comprehension using PBL methods, while the control group – without PBL. The results confirm that the measured variables (reading and vocabulary skills) showed a significant positive progress in the experimental group. The researcher indicates that reading and acquiring required vocabulary become more efficient and enjoyable for students, when PBL is implemented. 

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