Investigating the Impact of Face-to-Face vs. Computerized Instruction via Reading and Learning Strategies on Iranian Intermediate EFL Learners’ Reading Comprehension
الموضوعات :
Abbas Pourhossein Gilakjani
1
(Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran)
Mohadese Golkoobi
2
(Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran)
الکلمات المفتاحية: Face-to-face instruction, Computerized instruction, Learning strategies, Reading comprehension,
ملخص المقالة :
This study investigated the impact of face-to-face vs. computerized instruction via reading and learning strategies on Iranian intermediate EFL learners’ reading comprehension. The sample of this study included 80 female EFL learners from Safir Language Institute in Rasht, Iran. Following a preliminary English test, 60 intermediate language learners were randomly divided into two groups of 30 to conduct the research. Both groups were given a reading comprehension test as a pretest prior to the treatment. Then the treatment began, the experimental group received computerized instruction, whereas the control group used reading and learning strategies through face-to-face instruction. Finally, at the end of treatment, learners in both groups were given another reading comprehension test as a posttest to see if there were any differences in the level of reading comprehension skill. The data were then statistically analyzed using descriptive statistics, independent sample t-test, and Paired sample t-test. The findings revealed that there is a significant difference between the experimental group and the control group in terms of preferences for language learning strategies in the post-test. That is, the participants in the experimental group outperformed those in the control group in language learning strategies on the comprehension of intermediate level Iranian English language learners.
