A Comparison of the Impact of Peer-Tutored Read-Aloud and Teacher-Guided Read-Aloud on Immediate and Delayed Vocabulary Retention among Iranian EFL Students
الموضوعات : Journal of Applied Linguistics Studies
Reza Afsharpour
1
(Department of Linguistics and Foreign Languages, Faculty of Letters and Humanities, Payame-Noor University, South Tehran Branch, Tehran- Iran.)
Manoocher Jafari Gohar
2
(Department of English Language, Payame-Noor University, Iran)
الکلمات المفتاحية: EFL learners, Vocabulary Retention, Peer-Tutored Read-Aloud, Teacher-Guided Read-Aloud,
ملخص المقالة :
This research aimed at comparing the peer tutoring strategies with teacher guiding strategies on the improvement of Iranian EFL vocabulary knowledge and their attitudes toward learning English vocabulary. The initial population of the study was 70 students. They were studying English at Shokooh English institute in Tehran. After administering TOEFL test as a proficiency test, 40 students (17 males and 23 females) were selected as the participants of the study. They were divided into two groups of experimental and control. The students assigned to the experimental group were involved in an active work with their classmates’ peers, and received instruction based on peer-tutoring. The control group received instruction based on normal syllabus of the class that is teacher guided instruction The findings showed that there is a statistically significant difference (α= 0.01) between the two adjusted means of the students’ scores due to the two different learning strategies in favor of the experimental group.
