The Impact of Iranian EFL Learner’s Interaction in an Online-based Instruction on Improving their Reading Skill
محورهای موضوعی : Journal of Teaching English Language Studies
Mehrdad Rezaee
1
,
Mohammad Iman Askari
2
1 - Central Tehran Branch, Islamic Azad University
2 - Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: reading comprehension, attitude, online instruction ,
چکیده مقاله :
This study tried to explore the impact of online instruction on Iranian EFL learners' reading comprehension. To this end, 60 language learners were chosen via convenience sampling from among a pool of 100 language learners. To achieve homogeneity among the participants, Oxford Placement Test was administered. Then, the participants were randomly assigned to two experimental vs. control groups randomly. The experimental group was treated in the telegram environment under online instruction. The control group, however, was taught through traditional method of teaching reading comprehension. Two instruments were employed in this study: reading comprehension test (pretest and posttest) and attitude questionnaire (pretest and posttest). As the result of this study show, online instruction has significant effects on both Iranian EFL learners' reading comprehension and attitude. This finding is helpful for language teachers and material developers, in a way that they should focus on the role of new technologies in the processes of language learning and teaching.
This study tried to explore the impact of online instruction on Iranian EFL learners' reading comprehension. To this end, 60 language learners were chosen via convenience sampling from among a pool of 100 language learners. To achieve homogeneity among the participants, Oxford Placement Test was administered. Then, the participants were randomly assigned to two experimental vs. control groups randomly. The experimental group was treated in the telegram environment under online instruction. The control group, however, was taught through traditional method of teaching reading comprehension. Two instruments were employed in this study: reading comprehension test (pretest and posttest) and attitude questionnaire (pretest and posttest). As the result of this study show, online instruction has significant effects on both Iranian EFL learners' reading comprehension and attitude. This finding is helpful for language teachers and material developers, in a way that they should focus on the role of new technologies in the processes of language learning and teaching.
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