Comparative Critical Reading Strategy and Writing Achievement of Iranian EFL Learners
الموضوعات :مژگان رشتچی 1 , محمد آقاجان زاده 2
1 - Islamic Azad University - North Tehran Branch
2 - Islamic Azad University - North Tehran Branch
الکلمات المفتاحية: Critical Reading, Writing Ability, Comparative Strategy,
ملخص المقالة :
The present study was undertaken to investigate the impact of comparative critical reading strategy on the writing ability of Iranian learners who were learning English as a foreign language (EFL). In order to carry on the study, 60 participants (25 males and 35 females aged between 19 to 27) at intermediate level of language proficiency were randomly assigned to two groups; that is, the experimental and control groups. The participants in the experimental group experienced critical reading by comparing texts, whereas the members of the control group practiced reading texts in the traditional way and answered comprehension questions. The results of the comparisons between the means of the two groups through t-tests proved that practicing comparative critical reading strategy had a significant effect on the improvement of the writing ability of the experimental group. However, the comparison between the means showed no significant difference in the reading ability of the two groups.
Ballard, B. (1995). Critical thinking through reading activities. In T. Crooks, & G. Crewes (Eds.), Language and development (pp.160–164). Jakarta: Indonesia Australia Language Foundation.
Flynn, L. (1999). Developing critical reading skills through comparative problem solving. Reading Teacher, 42 (9), 45-51.
Goatly, A. (2000). Critical reading and writing: An introductory course book. London: Routledge.
Hall, G.S. (1999). Redefining the syllabus: An investigation into whether syllabuses can meet learners’ linguistic and social needs. Reading Teacher, 45 (9), 45-51.
Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: University of Michigan Press.
Jacobs, H., S.A. Zinkgraf, D.R. Wromuth, V.F. Hartfiel, and J.B. Hughey (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House Publications.
Kurland, D. (2000). Critical reading and writing. Language Arts, 34 (2) Retrieved February, 4, 2007 from http://www.ipc.hokusei.ac.jp/~criticalreadingwrite
Luke, A., & Elkins, J. (2002). Towards a critical, worldly literacy. Journal of Adolescent and Adult Literacy, 45, 668–673.
Schallert, D., & Reed J. H. (2004). Critical pedagogy in second language learning. International Reading Association, 32 (2). Retrieved December 7, 2006, from http://www.readwritethink.org/lessons/lesson_view
Tsui, A. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9, 147-70.
Van Lier, L. (2002). Language awareness. In R. Carter, & D. Nunan (Eds.),Teaching English to speakers of other languages (pp. 160-165). Cambridge: Cambridge University Press.
Wallace, C. (2003). Critical reading in language education. New York: Palgrave Macmillan.
Wallace, C. (2002). Reading. In R. Carter, and D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 21-27). Cambridge: Cambridge University Press.
