scholarly journals The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (3) ◽  
pp. 158
Author(s):  
Mania Nosratinia ◽  
Elham Mohammadi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Strategic Reading ◽  
Efl Teachers ◽  
Collaborative Strategic Reading ◽  
Age Range ◽  
Experimental Group ◽  
Better Than

This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS) and Collaborative Strategic Reading (CSR) on English as a Foreign Language (EFL) learners' Reading Comprehension (RC). The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24); they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002) model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998) model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.  

scholarly journals The Comparative Effect of Collaborative Strategic Reading and Content-Based Instruction on EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (6) ◽  
pp. 165
Author(s):  
Mania Nosratinia ◽  
Negin Hooshmand Fateh
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Efl Learners ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Pre Treatment ◽  
Based Instruction ◽  
Age Range

The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR) and Content-Based Instruction (CBI) on the reading comprehension of English as a Foreign Language (EFL) learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and Schumm's model (2001), while the CBI group receieved CBI-based strategy training, using Tsai and Shang's (2010) model. At the end of the training, another piloted PET reading test was administered  as the posttest. The pre-treatment reading scores were analyzed using the Mann-Whitney U test whose results confirmed the pre-treatment homogeneity of the participants. The post-treatment scores were also analyzed using the Mann-Whitney U test whose results indicated no significant difference in the reading posttest levels of CBI and CSR groups, U = 423.5, z = -.401, p = .688, r = -.0517. The article concludes with a discussion on the results and presenting some implications. 

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals Informational Texts Comprehension with Collaborative Strategic Reading Model

2021 ◽  
Vol 9 (4) ◽  
pp. 445-459
Author(s):  
Muhammed Serhat Semercioglu ◽  
Kaya Tuncer Çağlayan ◽  
Kasım Kıroğlu
Keyword(s):  
Reading Comprehension ◽  
Moment Equation ◽  
Control Group ◽  
Main Theme ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The main purpose of this study is to examine the effect of teaching through the “Collaborative Strategic Reading (CSR) Model” on the reading comprehension skills at primary fourth grade. As a consequence, it was concluded in the study that the pre-test means were close to each other in the experimental and control group and that the experimental group had a higher mean than the control group in the post-test mean scores. Moreover, no significant difference was obtained between the experimental and control groups regarding the pre-tests. Still, a significant difference was obtained in favour of the experimental group for the post-tests. On the other hand, whereas it was determined that there was no significant difference between the experimental and control group for the pre-tests of Reading Comprehension and Main Theme Determination scales, there was a significant difference in favour of the experimental group for the post-tests and gain levels. It was also concluded that the value p which corresponded to Z=0,58 in the Pearson Product-Moment equation was 0.082 (p>0,05), and considering that the result was not significant, the pre-test/ post-test prediction level was not significant, and the power degree of the correlation between them did not present a significant difference.

The Effect of Applying Collaborative Strategic Reading on Grade VIII Students’ Achievement in Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Rosniati Lubis ◽  
Meisuri Meisuri
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
And Control ◽  
Experimental Group

The objective of this study was to investigate whether Collaborative Strategic Reading significantly affected on students’ reading comprehension. This study was an experimental design. The population of this study was grade VIII students’ of SMP IT Nur Ihsan Medan with the total number 34 students, which was taken as the sample by using total sampling. The students were divided into two groups, namely experimental and control group. The Experimental group was taught by using Collaborative Strategic Reading while the control group was taught without using Collaborative Strategic Reading. The instrument of collecting data was multiple choice test. Content validity was applied in this research. To obtain the reliability of the test, the researcher used the Kuder Richardson (KR-21). The result of the research showed that the reliability of the test was 0.76, it means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis revealed that t-test is higher than t-table (3.21 > 2.04) at the level significance 0.05 with the degree of freedom (df) = N-2 = 32. It means that there is a significant effect of applying Collaborative Strategic Reading on the students’ achievement in reading comprehension.Key words: Reading Comprehension, Collaborative Strategic Reading, and Students’ Achievement

scholarly journals Reading Comprehension: Blog Exposure in the English as a Foreign Language (EFL) Context of Iran

2017 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Najmeh Rafiee Moghadam ◽  
Mehry Haddad Narafshan
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Test Scores ◽  
Reading Test ◽  
Placement Test ◽  
Effective Strategy ◽  
Efl Learners ◽  
Efl Context ◽  
Reading Test Scores ◽  
Experimental Group

The present study aims to provide experimental evidence on exploring the blogs to develop Iranian EFL learners' reading comprehension. To this end, forty intermediate female learners after taking the placement test were randomly assigned to control and experimental group. After twenty two sessions of blog exposure, a comparison of the reading test scores of the control and experimental groups revealed that EFL learners favor surfing the blogs which can act as an effective strategy of improving their reading comprehension.

scholarly journals The Effect Of Reading Strategy And Personality On Efl Students’ Reading Comprehension at STIE TRIBUANA

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 65-73
Author(s):  
Tiara Noviarini
Keyword(s):  
Reading Comprehension ◽  
Comparison Group ◽  
Reading Strategy ◽  
Study Program ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Reading Text ◽  
Experimental Group

By interviewing four students at the Manajement  Study Program in STIE Tribuana, the researcher found that the students face some problems when reading English texts. The problems found were important to be investigated because students’ reading comprehension play an essential part to improve their English ability from reading text. This research was conducted at STIE Tribuana. This research used descriptive quantitative approach. The respondents were divided into two groups: experimental group and comparison group. The experimental group was treated by using PQ4R strategy while comparison group was treated using CSR strategy. Each group consisted of 14 extroverted students and introverted students. The data were collected using reading test (35 items in the form of multiple choice) and personality questionnaire. The result revealed that there was no significant difference between students who use PQ4R and those who use Collaborative Strategic Reading (CSR) on their reading comprehension. The second one was there was no a significant difference between introverted students and extroverted students on their reading comprehension. The last one was that there was no a significant interaction between reading strategy and personality in their effect on students’ reading comprehension.  

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