The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners

Subject Areas : Research in English Language Pedagogy

Armin Hormozi ¹ ( Shahid Chamran University of Ahvaz, Ahvaz, Iran )
Zohreh Gooniband Shooshtari ² ( Shahid Chamran University of Ahvaz, Ahvaz, Iran )
Sediqeh Vahdat ³ ( Shahid Chamran University of Ahvaz, Ahvaz, Iran )

Received: 2021-06-04 Accepted : 2021-07-11 Published : 2021-12-01

Keywords: Right Brain Dominant, Task-Based Language Teaching (TBLT), Left Brain Dominant, Task-Based Reading Comprehension, Whole Brain Dominant,

Abstract :

One of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable.

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