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Open Access Article
1 - Investigating the Effectiveness of Brain-compatible Teaching model with Mathematics Reading Comprehension Strategy (SQRQCQ) on Correcting Students’ Computational Errors in Solving Verbal Problems
مریم السادات وزیری هامانه فرهاد حسین زاده لطفی علی ایرانمنش مهدی آژینی احمد شاهورانیThis study aimed at investigating the effectiveness of brain-compatible teaching model with mathematics reading comprehension strategy on correcting third grade students’ computational errors in solving verbal problems. In this study, quasi-experimental research m MoreThis study aimed at investigating the effectiveness of brain-compatible teaching model with mathematics reading comprehension strategy on correcting third grade students’ computational errors in solving verbal problems. In this study, quasi-experimental research method was used. A verbal question test was used as the research instrument in the study. The sample included 65 third grade female students from non-public schools that were assigned into two groups of control and experimental. The results obtained from Wilcoxon test indicated that the brain-compatible teaching model with mathematics reading comprehension strategy was effective on the third grade students’ correction of computational errors in solving verbal problems. Therefore, it can be concluded that considering and using the brain-compatible learning activities can enhance students’ educational success and motivate them to learn Mathematics. This was abstrac of this article whit Investigating the Effectiveness of Brain-compatible Teaching model with Mathematics Reading Comprehension Strategy (SQRQCQ) on Correcting Students’ Computational Errors in Solving Verbal Problems title. Manuscript profile -
Open Access Article
2 - The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
Armin Hormozi Zohreh Gooniband Shooshtari Sediqeh Vahdat -
Open Access Article
3 - A Comparative Study of Experiential Learning Cycle in Human and Nonhuman Environments: Critical Thinking, Reading Comprehension, and Vocabulary Development
Somayeh Sahebalzamani Amin Naeimi Mehry Haddad NarafshanEducational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experient MoreEducational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human Manuscript profile -
Open Access Article
4 - The Impact of Spaced Instruction versus Massed Instruction on Iranian EFL Learners' Reading Comprehension, and Vocabulary Gain
Zeinab Rezaei Gashti Ali Asghar Yousefi Azarfam Fatemeh MirzapourThis investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Tes MoreThis investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Test (OQPT). The selected medium participants were unsystematically assigned into two empirical groupings (spacing and massed) and one control group. The participants' reading comprehension and vocabulary knowledge in English were estimated using a pre-test. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. Behind the teaching, a reading and vocabulary post-test post-test were distributed to the three classes. The results of data analysis utilizing independent samples t-tests and one-way ANOVA showed a considerable distinction between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrate that the spaced grouping, which followed the specific recommended steps in their community, outperformed the massed and control groups (p < .05). This has consequential implications for English instructors, learners, and curriculum developers. Manuscript profile -
Open Access Article
5 - Grade Twelve Iranian High School Students’ Reading Comprehension: A Brief Look at Item Piloting
Roshanak Rezaei Faramarz Azizmalayeri Abbas Bayat Hossein Ahmadi -
Open Access Article
6 - The Myth of L1-L2 Metacognitive Reading Strategy Transfer: Actual and Perceived Strategy Use in Focus
Somayeh Nilforoushan Mojgan Rashtchi Gholam-Reza AbbasianThis study employed a mixed methods approach to investigate Iranian EFL learners’ perceived and actual use of metacognitive reading strategies (MRS) while reading English and Persian. The study examined the actual and perceived MRs across three categories: global MoreThis study employed a mixed methods approach to investigate Iranian EFL learners’ perceived and actual use of metacognitive reading strategies (MRS) while reading English and Persian. The study examined the actual and perceived MRs across three categories: global (GLOB), problem-solving (PROB), and support (SUP). In the quantitative phase, 133 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University were selected as participants. In the qualitative phase, 40 students from high and poor reading ability levels (20 from each group) were selected as the focus group participants. The instruments employed in this study included the Persian Reading Comprehension Placement Test, the Oxford Placement Test, the Reading Section of the PET, Perceived Reading Strategy Questionnaires in English and Persian, semi-structured interviews, and think-aloud protocols. The data analysis involved using chi-square, MANOVA, and theme-based analysis. The findings indicated a statistically significant difference between the frequency and type of perceived PROB but no statistically significant disparity between the frequency or type of SUP and GLOB. The qualitative data revealed a discrepancy between the participants’ actual usage in practice and their subjective perception particularly in relation to the GLOB and SUP. Finally, the theoretical and pedagogical implications of this study were highlighted. Manuscript profile -
Open Access Article
7 - آموزش زبان انگلیسی به روش تکلیف-محور برمبنای تکنولوژی در دوره های انگلیسی برای اهداف ویژه: تمرکز بر استراتژی های فراشناختی خواندن و درک مطلب در دانشجویان ایرانی
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیدستاوردهای روشهای آموزش زبان به کمک فن آوری یا آموزش زبان به روش تکلیف-محور در یادگیری و آموزش زبان، به ویژه در دورههای انگلیسی برای اهداف ویژه در دنیای جهانی شده، ایجاب می نماید که آموزش زبان انگلیسی تکلیف-محور مبتنی بر فن آوری و تکالیف آنلاین به گونها Moreدستاوردهای روشهای آموزش زبان به کمک فن آوری یا آموزش زبان به روش تکلیف-محور در یادگیری و آموزش زبان، به ویژه در دورههای انگلیسی برای اهداف ویژه در دنیای جهانی شده، ایجاب می نماید که آموزش زبان انگلیسی تکلیف-محور مبتنی بر فن آوری و تکالیف آنلاین به گونهای طراحی شوند که به طور مناسب در برنامه های زبان تخصصی اعمال شوند. در مجموع، 87 فراگیر زبان تخصصی به یک گروه کنترل (دریافت کننده زبان تخصصی تکلیف-محور) و یک گروه آزمایش (دریافت کننده زبان تخصصی تکلیف-محور با استفاده از فن آوری) اختصاص داده شدند. یک پرسشنامه راهبردهای فراشناختی خواندن توسط پژوهشگران اصلاح و ترجمه شد. همچنین، یک پرسشنامه نگرش نسبت به رایانه برای اطمینان از اینکه آیا شرکت کنندگان گروه آزمایش علاقه مند به یادگیری از طریق فناوری هستند یا خیر استفاده شد. تجزیه و تحلیل دادههای جمع آوری شده با استفاده از نرمافزار SPSS 24 انجام شد. راهبردهای فراشناختی مهارت خواندن و درک مطلب فراگیران از طریق مجموعه ای از تحلیل واریانس ترکیبی بین آزمودنی ها (SPANOVA) مقایسه و تجزیه و تحلیل شد. نتایج نشان داد که بین روشهای استفاده شده در دو گروه و زمان اثر متقابل معنا داری وجود دارد، یعنی هر دو گروه کنترل و آزمایش تغییری در نمره راهبردهای فراشناختی خواندن و درک مطلب در دو دوره زمانی نشان دادند، اگرچه گروه کنترل عملکرد منفی داشتند، یعنی شرکت کنندگان گروه کنترل کاهش جزئی را در نمرات راهبردهای فراشناختی مهارت خواندن و درک مطلب نشان دادند. علاوه بر این، یافته ها نشان داد که در حالی که از نظر راهبردهای فراشناختی مهارت خواندن بین دو گروه کنترل و آزمایش تفاوت مشاهده شد، اما این تفاوت از نظر آماری معنی دار تلقی نشد. به عبارت دیگر، تفاوت معنا داری در راهبردهای فراشناختی مهارت خواندن برای هر دو گروه وجود نداشت، اما گروه آزمایش افزایش میانگین نمرات را نشان داد. فراگیران گروه آزمایش به هیچ سطح متفاوتی از راهبردهای فراشناختی مهارت خواندن در مقایسه با همتایان خود در گروه کنترل نرسیدند. با این وجود، از آنجایی که مطالب کتاب درسی از انتشارات "سمت" در طول یک ترم تحصیلی به فراگیران ارائه میشد، این مطالعه نشان داد که یک ترم تحصیلی زمان کافی برای کار و بهبود راهبردهای فراشناختی در مهارت خواندن و درک مطلب نیست. Manuscript profile -
Open Access Article
8 - Sociocultural Theory and Reading Comprehension: Hard vs. Soft Scaffolding effect on Reading Comprehension
Haleh Mojarrabi Biook Behnam Mahnaz SaeidiThis study aimed at surveying two types of scaffolding impact on reading skill performance of learners in Iranian EFL context. For this purpose, 60 Iranian intermediate EFL were selected out of 100 participants. A placement test was carried out and their performance cou MoreThis study aimed at surveying two types of scaffolding impact on reading skill performance of learners in Iranian EFL context. For this purpose, 60 Iranian intermediate EFL were selected out of 100 participants. A placement test was carried out and their performance could determine their level as intermediate. The selection was done randomly and they were set into three groups (two experimental and one control). Each group consisted of 20 learners. To check the homogeneity of the participant, a reading comprehension pre-test was administered and no significant difference was observed. The experimental groups received one of the designated treatments, hard or soft scaffolding which lasted for twenty sessions, but the control group got just usual classroom reading teaching. Eventually, their reading skill was evaluated through the use of a post -test of reading comprehension performance. The results of one-way ANOVA disclosed that hard scaffolding group exceeded the others and soft scaffolding group transcended the control group. The implications are being talked about regarding the effectiveness of hard and soft scaffolding to indicate whether they can enhance EFL learners' reading comprehension or not. This study could be useful to classroom teachers who wish to make a variation in their classrooms and to English learners as well. They can be better readers and help each other to work out the challenges of language learning. Manuscript profile -
Open Access Article
9 - Effect of Self-regulation Instruction on L2 Motivational Self-system and Reading Comprehension of Iranian EFL Learners
Sepideh Vafakhah Parviz Maftoon Masood SiyyariWhile research signifies the role of emotions in second/foreign language education, the impact of receiving explicit instruction on EFL students’ emotions and language skills has been overlooked. To fill this gap, this study investigated the contribution of self-r MoreWhile research signifies the role of emotions in second/foreign language education, the impact of receiving explicit instruction on EFL students’ emotions and language skills has been overlooked. To fill this gap, this study investigated the contribution of self-regulation strategy instruction to EFL learners' L2 motivational self-system, involving ideal L2 self, ought to L2 self, and attitude to L2 learning. To this end, a mixed-methods research design was utilized. The researchers administered L2 Motivational Self Questionnaire, Self-Regulated Language Learning Questionnaire (SRLLQ), and a Reading Test to 60 Iranian female EFL students. Also, semi-structured interviews were held to unpack students' opinions concerning the impact of self-regulatory instruction on their L2 motivational self-system. The results corroborated the effectiveness of self-regulation instruction in enhancing learners' L2 Motivational Self-System, improving reading performance, and increasing motivation, autonomy, and self-confidence. The results encourage teacher educators to make teachers familiar with novel approaches regarding self-regulation instruction to increase the quality of language teaching. Manuscript profile -
Open Access Article
10 - تأثیر تمایز در راهبردهای یاربستی محور بر درک مطالب خوانشی و اصلاح واژگان دریافتی زبان آموزان سطح متوسطه
Masood Hasani Ahmad Mohseni Bahram Mowlaieاین پژوهش سعی دارد تأثیر استفاده از راهبردهای تمایز داربستی را بر درک مطلب و بهبود واژگان دانش آموزان متوسطه مورد بررسی قرار دهد. تأثیر استفاده از راهبردهای تمایز روی داربست بر استفاده از راهبرد خواندن دانش آموزان متوسط نیز بررسی شد. محقق 40 زبان آموز زبان انگلیسی با سط Moreاین پژوهش سعی دارد تأثیر استفاده از راهبردهای تمایز داربستی را بر درک مطلب و بهبود واژگان دانش آموزان متوسطه مورد بررسی قرار دهد. تأثیر استفاده از راهبردهای تمایز روی داربست بر استفاده از راهبرد خواندن دانش آموزان متوسط نیز بررسی شد. محقق 40 زبان آموز زبان انگلیسی با سطوح متوسط را انتخاب کرد. آنها دانش آموزان مختلط از مؤسسات تهران بودند. در این مطالعه از آزمون مهارت نلسون، آزمون غربالگری، آزمون تشخیصی، آزمون پایش پیشرفت، آزمون نتیجه و پرسشنامه بسته استفاده شد. برای بخش کمی، دانش آموزان انتخاب شده به طور تصادفی به چهار گروه تقسیم شدند. دو گروه آزمایشی و بقیه گروه کنترل بودند. هر گروه شامل 10 دانش آموز بود. 15 جلسه برای درمان وجود داشت. در گروه آزمایشی مربی از راهبردهای تمایز داربستی برای بهبود درک مطلب دانشآموزان و در گروه کنترل معلمان از روشهای معمولی استفاده کردند. آزمونی که حوزه وسیع را به مهارتهای خاص تقسیم میکند، در این مورد، درک استنباطی و واژگان دریافتی قبل و بعد از مداخله اجرا شد. سوالات در دوره آموزشی مرتبط ساخته شد. نتایج پسآزمون نشان داد که «خواندن استنباطی» و «واژگان دریافتی» گروه آزمایش بهطور محسوسی بیشتر از گروه کنترل است. دادههای بخش کیفی از طریق پرسشنامه راهبرد خواندن MARSI (مختاری و ریچارد، 2002) جمعآوری شد. پرسشنامه راهبرد خواندن قبل از آموزش و شروع آموزش برای 20 شرکت کننده اجرا شد و بعد از آموزش مجددا اجرا شد. این شامل 30 آیتم بود که سه عامل را اندازهگیری میکرد: استراتژیهای خواندن جهانی (13 مورد)، استراتژیهای حل مسئله (8 مورد)، و راهبردهای خواندن پشتیبانی (9 مورد). نتایج پسآزمون نشان داد که میانگین نمرات دو خرده مقیاس «جهانی» و «حمایتی» در گروه آزمایش بهطور محسوسی بیشتر از میانگین نمرات گروه گواه است، اما برای سایر خردهمقیاسهای «حل مسئله» تفاوت معناداری وجود ندارد. Manuscript profile -
Open Access Article
11 - The Role of Classroom Tasks in Improving Reading Comprehension Ability in EFL Students
Mahpareh PourahmadiAbstract The present study was an attempt to investigate the role of classroom tasks in accelerating reading comprehension ability in EFL students. To achieve this purpose, 102 freshwomen were considered as the subjects of the study. The subjects were randomly selected MoreAbstract The present study was an attempt to investigate the role of classroom tasks in accelerating reading comprehension ability in EFL students. To achieve this purpose, 102 freshwomen were considered as the subjects of the study. The subjects were randomly selected form a population of English major first year students. They were later assigned into experimental and control groups. During the course of study, the experimental group received some additional material in the form of reading tasks, while the control groups only received a placebo. Both groups were administrated three sets of tests. They were given a Key English Test (KET) as pre- and post- tests. They were also administrated a teacher made final test which was given to them at the end of the experiment. Undoubtedly, the validity and reliability of the instruments were taken into consideration. The analysis and comparison of the two groups’ scores from the instruments revealed that experimental group outperformed control group in the post-test of KET and in the final test. This led the researcher to the conclusion that such noticeable progress in the experimental group’s test score was due to the administration of reading comprehension tasks. These results provided enough evidence for the acceptance of the hypothesis formulated at the opening of the study. Manuscript profile -
Open Access Article
12 - Undergraduate ESP Students’ Reading Comprehension and Metacognitive Awareness across Discipline and Gender
Zohreh SeifooriThe aim of this ex-post-facto study was to investigate Iranian undergraduate ESP students’ reading comprehension (RC) and use of metacognitive strategies (MCSs) across discipline and gender. The participants included eight groups of junior university students who were t MoreThe aim of this ex-post-facto study was to investigate Iranian undergraduate ESP students’ reading comprehension (RC) and use of metacognitive strategies (MCSs) across discipline and gender. The participants included eight groups of junior university students who were taking the three-credit ESP course. Two groups were selected from each discipline each including 30 participants. To collect the research data about the participants’ RC, the RC section of the Preliminary English Test (PET) was employed, and their use of MCSs was measured by administering the metacognitive section of the Strategy Inventory for Language learning. The analyses of the data through two-way ANOVA revealed that the participants did poorly on the RC test regardless of gender and discipline Their use of MCSs, however, was significantly impacted only by discipline with computer and mechanical engineering students reporting more frequent use of MCSs. The findings underscore the weaknesses of ESP undergraduates’ in RC and use of MCSs as well as their need for some metacognitive awareness-raising. The implications will be discussed. Manuscript profile -
Open Access Article
13 - The Relationship between High School Learners’ Learning Styles and Their Reading Comprehension Performance
Hamed BadpaThe study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1 MoreThe study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1984), version 1, was utilized to identify how the students preferred to receive information. Additionally, version 2 of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (0.402) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (0.916) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, and supervisors. Manuscript profile -
Open Access Article
14 - The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension
Mehrdad Rezaee Maryam Baghi Elaheh FaramarziThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through conveni MoreThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education. Manuscript profile -
Open Access Article
15 - A Multicultural Study: Input Enhancement and Jigsaw Impacts on Reading Comprehension of Immigrant ESL Learners in Iran
Masuma Alavikhah Seyed Abdolmajid Tabatabaee Lotfi Amir SarkeshikianFocused instructions in language teaching have gained weight during recent decades. As reading is a powerful tool for vocabulary growth, knowing which instructions have more effect on it is necessary. The effectiveness of focused instructions has been examined in empiri MoreFocused instructions in language teaching have gained weight during recent decades. As reading is a powerful tool for vocabulary growth, knowing which instructions have more effect on it is necessary. The effectiveness of focused instructions has been examined in empirical studies. But few inquiries compared the impacts of form-focused instruction like input enhancement with meaning-focused instruction such as Jigsaw on L2 development. Therefore, this research tried to examine a comparison between the impacts of input enhancement and jigsaw on reading comprehension of non-Iranian ESL learners.50 elementary ESL learners in an international primary school were chosen in three intact classes. In the first experimental group, input enhancement was used for presenting the target words; in the second experimental group, the jigsaw was used. The control group learned the same target words giving the participants a word list (traditional). Before applying the treatment all the subjects were given the teacher-made pretest. After five sessions of treatment, the post-test was administered. One-way ANOVAs were used to analyze the data collected from the learners’ performance on the pretest and post-test. The results announced that there was not any notable distinction between the post-test scores of the three groups. However, the paired samples t-test results revealed that the input enhancement and control group had reading comprehension development after the treatment. This research can inform teachers and syllabus designers about the efficiency of input enhancement and word lists on reading comprehension. Manuscript profile -
Open Access Article
16 - A Comparative Study of Experiential Learning Cycle in Human and Nonhuman Environments: Critical Thinking, Reading Comprehension, and Vocabulary Development
somayeh sahebalzamani Amin Naeimi Mehry Haddad NarafshanEducational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experient MoreEducational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human counterparts. Manuscript profile
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