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حرية الوصول المقاله
1 - Comparing the Effectiveness of Employing Convergent and Divergent Tasks to Improve Iranian EFL Learners’ Writing Skill and Reading Comprehension Ability: Does Gender Matter?
Amirnader Elahi Davood Mashhadi Heidar Valeh ValipourTask-based language learning offers learners the rich input they need to study the target language and contributes to developing intrinsic motivation in the classroom (Ellis, 2020). Thus, the present study explored the effect of employing convergent and divergent activi أکثرTask-based language learning offers learners the rich input they need to study the target language and contributes to developing intrinsic motivation in the classroom (Ellis, 2020). Thus, the present study explored the effect of employing convergent and divergent activities to improve male and female learners’ reading comprehension and writing abilities. To fulfill the purpose, a quasi-experimental study was designed and, through a homogeneity test, 32 female and 28 male students at the intermediate level were chosen. Then, they were randomly divided into four experimental groups. They underwent the teaching based on convergent and divergent activities principles. Accordingly, the results of ANCOVA indicated that male learners benefited from divergent activities, whereas convergent activities were significantly beneficial to female learners. More importantly, the result of MANOVA depicted that there was a statistical difference across gender. A follow-up Scheffe’s post-hoc test was also conducted to locate the exact areas of differences. Results showed that female learners in convergent groups obtained the highest mean scores for writing and reading posttests. Finally, pedagogical implications suggested that EFL practitioners should address the gender differences in learning style preferences to design effective input-based and output-based tasks to encourage the learners to participate in an active learning environment. تفاصيل المقالة -
حرية الوصول المقاله
2 - Multimodal and Audio-visual Vocabulary Input in a MALL Environment and its Effect on Iranian EFL Learners' Motivation and Reading Comprehension Ability
Maryam Neshaee Moghaddamخواندن یکی از مهارت های انگلیسی است که دانش آموزان ایرانی به دلایل مختلف به آن نیاز دارند تا خوب باشند. همچنین هیچ فردی نمی تواند نقش واژگان را در تسلط بر زبان انگلیسی دست کم بگیرد. فناوری چندوجهی ادغام در آموزش واژگان، عصر جدیدی در زبان ELT است که در ایران به اندازه کا أکثرخواندن یکی از مهارت های انگلیسی است که دانش آموزان ایرانی به دلایل مختلف به آن نیاز دارند تا خوب باشند. همچنین هیچ فردی نمی تواند نقش واژگان را در تسلط بر زبان انگلیسی دست کم بگیرد. فناوری چندوجهی ادغام در آموزش واژگان، عصر جدیدی در زبان ELT است که در ایران به اندازه کافی مورد مطالعه قرار نگرفته است. بنابراین، این پژوهش به بررسی تأثیر ورودی واژگان چندوجهی و سمعی و بصری در محیط MALL بر انگیزه و توانایی درک مطلب زبان آموزان ایرانی زبان انگلیسی پرداخت. به منظور انجام این مطالعه، مقاله حاضر از طرح کمی استفاده کرده است. محقق در یک طرح آزمایشی، تأثیر دو نوع ورودی، چندوجهی و سمعی بصری را بر توانایی خواندن و انگیزه زبان آموزان زبان انگلیسی متوسط مورد بررسی قرار داد. شرکت کنندگان 80 دانشجوی زبان انگلیسی در سطح متوسط بودند که 10 جلسه درمان داشتند. آنها به دو گروه آزمایشی تقسیم شدند و پیش آزمون از آنها در نظر گرفته شد. پس از دریافت ورودی‌ها (درمان)، شرکت‌کنندگان مجدداً در آزمون درک مطلب به عنوان پس‌آزمون و نظرسنجی خواندن MRP-R برای سنجش هرگونه تغییر در انگیزه‌شان شرکت کردند. نتایج نشان داد که درمان‌ها (ورودی واژگان سمعی و بصری و ورودی واژگان چندوجهی) این پژوهش مؤثر بوده و گروه دوم (گروه ورودی چندوجهی) نتایج بهتری داشته‌اند. نتیجه دیگر اثربخشی محیط MALL در انجام چنین درمان هایی بود. یافته‌ها می‌تواند به ادبیات مرتبط کمک کند تا دانش مربوط به روش‌های آموزشی چندوجهی را اضافه کند. علاوه بر این، تفاصيل المقالة -
حرية الوصول المقاله
3 - Applying Flipped Language Classroom (FLC) in Reading Course: Analyzing Iranian EFL Learners' Reading Comprehension Ability and Their Views
Fatemeh Ebrahimnezhad ShirvaniThe present study investigated the effectiveness of Flipped Language Classroom (FLC) in EFL learners’ reading course and their views. In doing so, a total number of 30 pre-intermediate students was selected based on the convenience sampling. A pre-test was adminis أکثرThe present study investigated the effectiveness of Flipped Language Classroom (FLC) in EFL learners’ reading course and their views. In doing so, a total number of 30 pre-intermediate students was selected based on the convenience sampling. A pre-test was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (15 students in each group). FLC was implemented in 12 sessions with the experimental group, while the control group received traditional method of teaching reading skill. At the end of the experiment, a posttest of reading was assigned to both groups to determine the positive effect of FLC on the EFL learners' reading achievement. In addition, a related questionnaire was administered among the experimental group to explore their views on the mentioned method. By conducting this study, it was found that FLC had positive effect on the students' reading performance. The experimental study has also indicated the positive students’ views toward this communicative teaching method. On the whole, the participants’ overall satisfaction towards FCI method was achieved by this study. It is worthy to note that findings of the present work can provide the students and teachers with evidence that flipped classroom instruction could be used to improve EFL learners' reading comprehension skill. تفاصيل المقالة -
حرية الوصول المقاله
4 - Promoting EFL Learners' Reading Comprehension Skills through Dynamic Assessment Using Guthke's Lerntest Approach
Zohreh Jarrahzadeh Omid TabatabaeiThe current study was intended to investigate the impact of Dynamic Assessment (DA) on promoting reading comprehension ability of Iranian male and female EFL learners, focusing on Guthke's Lerntest approach. In this study, the researcher used DA which unifies instructio أکثرThe current study was intended to investigate the impact of Dynamic Assessment (DA) on promoting reading comprehension ability of Iranian male and female EFL learners, focusing on Guthke's Lerntest approach. In this study, the researcher used DA which unifies instruction with assessment to provide learners with mediation to promote their hidden potential during assessment. In this action research project, Guthke's Lerntest approach was used to develop the reading comprehension skill classes that integrated mediation with assessment to support 60 Iranian EFL learners' reading skill. The Guthke's lerntest approach and the mediation design are presented in detail in this article. The participants' reading scores are presented to show the effect of Guthke's Lerntest approach on promoting Iranian EFL learners' reading performance. In addition, the participants' pre and post-test scores were compared to determine whether the participants revealed significant progress after receiving Guthke's Lerntest approach in reading comprehension setting. The findings showed that participants of experimental group significantly outperformed the one in the static way. In conclusion, the results of the study revealed that employing the Guthke's Lerntest approach can offer a new condition to enhance the EFL learners' reading comprehension ability and that doing research in this field can be beneficial for EFL learners, English instructors and other researchers in other fields. تفاصيل المقالة -
حرية الوصول المقاله
5 - Reflective Reciprocal Teaching: A Technique for Improving Iranian EFL Learners’ Reading Comprehension Ability
Sara Badakhshan Khalil Motallebzadeh Parviz MaftoonThe primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi أکثرThe primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi-experimental design, including a pretest, treatment, and posttest paradigm. The sampling techniques were both convenience and random sampling by which 100 EFL freshman learners were selected and assigned into three groups of reflective reciprocal teaching (RRT), reciprocal teaching (RT), and control. Two tests, namely Oxford Quick Placement Test and Michigan English Language Assessment Battery, were used to measure EFL learners' proficiency level and reading comprehension ability in its quantitative phase. ANOVA was utilized to analyze the collected data. Also, during the next step, which aimed to explore the learners' perceptions of RRT instruction, semi-structured interviews were used to collect qualitative data. The results indicated that the RRT group outperformed the control group regarding their reading comprehension ability; however, the RT instruction did not significantly impact this issue. Accordingly, thequalitative data analysis findingsindicated that self-regulated learning, perceived competence, metacognitive awareness, confidence, and intrinsic motivation were the significant results of the RRT instruction model, contributing to the learners' reading comprehension ability. تفاصيل المقالة -
حرية الوصول المقاله
6 - IT System-based Instruction vs. Traditional Instruction of Teaching Reading Comprehension: A case of low-intermediate EFL learners
Parastoo Soroudi Davood Mashhadi HeidarAbstract The present study was an attempt to investigate the effect of IT system-based instruction vs. traditional instruction of teaching English on Iranian low-intermediate EFL learners’ reading comprehension ability in a smart school in Tonekabon, Mazandaran, I أکثرAbstract The present study was an attempt to investigate the effect of IT system-based instruction vs. traditional instruction of teaching English on Iranian low-intermediate EFL learners’ reading comprehension ability in a smart school in Tonekabon, Mazandaran, Iran. To collect the data, 60 low-intermediate high school learners took part in the study. As to the homogeneity of the participants, they took Solution Placement Test (SPT). The participants were divided into one experimental group (i.e. receiving the treatment in terms of using smart tools) and one control group (i.e. receiving no treatment and being traditionally taught through white board). A reading comprehension test (pre-test) was given to examine the participants’ initial knowledge of reading comprehension. Similar to the pre-test, a reading comprehension test (post-test) was utilized to check the participants’ performance of reading comprehension and look into their probable progress as a result of receiving the treatment. Findings revealed that the experimental group outperformed the control group after the treatment highlighting the success of instruction in enhancing the students’ reading comprehension ability. The results suggest the application of smart tools to promote interaction among the learners and assist them to freely express their thoughts in the e-learning environment. تفاصيل المقالة -
حرية الوصول المقاله
7 - Perceptions of English Language Learners about Teaching of Reading Comprehension Skills: A View of Task-based Language Teaching Method
Azar Bagheri Masoudzade Ali Asghar Rostami Abu Saeedi Shahram AfrazThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the ment أکثرThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the mentioned method. To fulfil the purposes of the study, a mixed method research was employed and 80 advanced EFL learners of university participated in the study that were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different methods of teaching during a term, the learners’ reading performance results were compared through administering a reading posttest to both groups. The researchers in the control group class followed her regular teaching practice through the conventional book-based method, but, she applied task based method in three stages in the experimental group class. The obtained data were analyzed using t-test to examine the effectiveness of TBLT method as on students’ reading performance. Moreover, the students' views of the experimental group were investigated through related questionnaire and interview. The findings revealed that the experimental group remarkably performed better than the control group. Therefore, TBLT had a significant effect on learners’ reading performance compared to traditional reading instruction. On top of that, findings of the interviews and questionnaires demonstrated the participants' satisfaction with implementing TBLT method, and also revealed that they had positive views towards it. تفاصيل المقالة
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