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    1 - Iranian EFL Young Learners’ Responses to the Implementation of Collaborative and Individual Reading Activities in Reading Sessions
    Research in English Language Pedagogy , Issue 2 , Year , Spring 2022
    This qualitative study investigated EFL young learners’ responses to reading activities in reading sessions. It was an attempt to examine students’ responses towards the implementation of individual and collaborative reading activities in teaching reading as More
    This qualitative study investigated EFL young learners’ responses to reading activities in reading sessions. It was an attempt to examine students’ responses towards the implementation of individual and collaborative reading activities in teaching reading as a foreign language in reading sessions. To this purpose, 16 Iranian EFL young learners at a primary bilingual school in Tehran together with their English teachers contributed to the study. They were both randomly selected from available teachers and students in Tehran. The learners were around eight years old. The study lasted for 12 weeks. The method used in this study was qualitative. Teachers’ reflective journals, some participant observations, and face-to-face interviews with teachers were the instruments used in this study. The data elicited from the interview transcripts and observations transcription were analyzed inductively. The narrative analysis of interview transcription was coded into themes. The results indicated that collaborative and individual reading activities in reading sessions have a positive effect on young learners’ reading comprehension. Moreover, the students showed noticeable responses to the implementation of collaborative reading activities in reading sessions. Manuscript profile

  • Article

    2 - Improving Iranian EFL Young Learners’ Reading Comprehension Skills: Collaborative and Individual Reading in Focus
    Journal of Language and Translation , Issue 4 , Year , Summer 2021
    This study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across i More
    This study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across individual and collaborative activities promote EFL learners’ reading comprehension skills. To this end, 2 Iranian EFL teachers from a primary school in Tehran, and 16 Iranian second-graders studying at a primary school in Tehran, were randomly selected as participants. Then, using teachers' reflective journals, participants' observations, and face-to-face interviews with teachers, the needed data were elicited and descriptively analyzed. The obtained results showed that reading sessions using CSR and reading aloud strategy across individual and collaborative activities promote learners' reading comprehension skill more than IR reading sessions. Moreover, teacher-student interactions (TSI) and student-student interactions (SSI) proved beneficial in improving the participants' reading comprehension skills. Manuscript profile