Effect of Multidimensionality-Based Vs. Hybrid-Based Models on Iranian Intermediate EFL Learners’ Reading Comprehension Ability across Gender

Subject Areas :

Parisa Farrokhian ¹ , Ramin Rahimy ^{2 *} , Mohammadreza Khodareza ³

1 - Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
2 - Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
3 - Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran

Received: 2025-06-09 Accepted : 2025-08-14 Published : 2025-09-17

Keywords: Multidimensional reading instruction, Hybrid learning model, EFL reading comprehension, Iranian intermediate learners, Gender differences in language learning,

Abstract :

This study investigates the comparative effectiveness of multidimensional and hybrid instructional models versus traditional approaches in enhancing reading comprehension among Iranian intermediate EFL learners, with consideration of gender differences. Drawing on Snow’s multidimensional reading framework and Sweller’s Cognitive Load Theory, a quasi-experimental design was employed involving 60 participants out of 120 after administering OPT, who were randomly assigned to multidimensional, hybrid, and control groups. Reading comprehension was assessed using IELTS and British Council passages in pre- and post-tests. Mixed-design ANOVA results revealed that the multidimensional model yielded significantly greater improvement in reading comprehension (mean gain = 3.40 points) compared to the hybrid (0.90 points) and control groups (1.05 points). No significant effects related to gender or interactions between gender and instructional method were observed. These findings suggest that instructional approaches incorporating cognitive, metacognitive, affective, and social dimensions effectively enhance reading comprehension in EFL contexts. The study highlights the practical value of adopting a multidimensional instructional model to facilitate reading comprehension development among Iranian intermediate EFL learners and to guide evidence-based teaching practices in comparable settings.