فهرس المقالات Reading skill

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  1 - Effects of Synthetic Phonics and Whole Language Methods of Teaching Reading on Iranian Elementary EFL Learners’ Spelling and Pronunciation
  Hadi Salehi Nasim Mirdamadian
  There has been a fierce controversy for decades over which approach is more effective in order to achieve the best reading instruction and there is no clear answer until today. This study mainly compared the effectiveness of Whole Language, phonics, and balanced approac أکثر

  There has been a fierce controversy for decades over which approach is more effective in order to achieve the best reading instruction and there is no clear answer until today. This study mainly compared the effectiveness of Whole Language, phonics, and balanced approach to develop the EFL learners’ reading in the light of spelling and pronunciation development over time. Thirty Iranian elementary EFL learners were selected from an English Language Institute in Isfahan, Iran. The participants were randomly divided into three different instructional groups, Whole Language group, phonics group, and balanced group (phonics group integrated with Whole Language group), with 10 students in each group. The students in the Whole Language group were exposed only to Whole Language method with the book Family and Friends (Starter), while those who were in the phonics group only received phonics instruction with the book Let’s Go Phonics 1. The students in the balanced group were taught through both phonics and Whole Language methods with the books Let’s Go Phonics 1 and Family and Friends (Starter). All three classes were held twice a week for 12 weeks and each class lasted 1 hour. A series of tests were designed by the researchers used to assess the participants’ word pronunciation and spelling. A series of ANOVA tests were also carried out to compare pretest and posttest scores of three instructional groups in reading spelling and pronunciation. Meanwhile, two weeks after the immediate posttest, the students were tested again in reading spelling and pronunciation. The findings suggested that for the three groups of Whole Language, phonics, and balanced methods, there were improvements on both pronunciation and spelling from pretest to immediate posttest and delayed posttest. There were also no significant differences among them on the immediate posttest, but for the delayed posttest, both phonics and balanced methods were seen to be more effective than the Whole Language method, with the slight differences between phonics and balanced groups. To sum up, this study lends its support to the synthetic phonics integrated and balanced judiciously with Whole Language approach, neither phonics nor Whole Language can be considered strong enough programs to stand alone. تفاصيل المقالة
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  2 - A GENDER-BASED AND ATTITUDE-BASED STUDY ON WASHBACK ‎EFFECT OF TRADITIONAL ASSESSMENT AND TASK-BASED ‎ASSESSMENT ON DEVELOPING READING SKILL
  Mojtaba Aghajani حمیدرضا خلجی Abbas Bayat
  10.30495/ttlt.2023.1983128.2302
  The objectives of this mixed-method study are to study washback effect of task-based language ‎assessment on developing reading skill and also students` attitude towards TBLA. ‎108 EFL learners ‎‎participated in the study were randomly chosen and were al أکثر

  The objectives of this mixed-method study are to study washback effect of task-based language ‎assessment on developing reading skill and also students` attitude towards TBLA. ‎108 EFL learners ‎‎participated in the study were randomly chosen and were allocated into two classes of 54. The two ‎groups took a reading class which carried out 90 minutes per week and continued for 3 months. By ‎administering the PET, the homogeneity of two groups was approved. Both groups received similar ‎instruction over 24 sessions, but only participants in experimental class took the researcher-‎designed task-based reading quizzes each four sessions. Next, both groups were given a reading ‎post-test after the treatment, Results showed that TBLA has a positive impact of washback on ‎reading improvement among EFL students. Furthermore, the attitude of learners about TBLA was ‎calculated by employing an “Attitude Questionnaires on Reading”. To analyze the data received ‎from “Attitude Questionnaire” A paired-sample t-test was run. By analyzing the results of ‎quantitative questionnaire it is revealed that learners commonly have a tendency to the application ‎of TBLA in learning and teaching reading skill. Results of the research show that TBLA need to be ‎replaced by traditional assessment procedures since all ‎educational planning always attempts to take ‎full advantage of educational achievements and also improvements. ‎ تفاصيل المقالة