International vs. Domestic Materials and Reading Comprehension Achievement: Evidence from EFL Learners’
محورهای موضوعی : Journal of Teaching English Language StudiesNajmeh Khajvand 1 , Ramin Rahimy 2
1 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Associate Professor, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
کلید واژه: International Materials, Domestic Materials, Reading Comprehension,
چکیده مقاله :
The present study aimed to investigate the impact of international vs. domestic materials on Iranian pre-Intermediate EFL learners’ reading comprehension achievement. The main question this study tried to answer was whether there would be any difference between the means of the two participant groups in a reading comprehension achievement post-test if the groups were taught with two different teaching materials. To investigate the answer to the question, 30 Iranian pre-intermediate EFL learners were selected from among a population of 100 through administering the institute proficiency test with the criteria of at least 1 standard deviation below to 1 standard deviation over the mean. Then, they were divided into two fifteen-member groups, one the experimental and the other, the control group of the study. A pretest of reading comprehension was administered to the groups. During a 10-session treatment, the participants in the experimental group received teaching reading comprehension through international material practice, while the participants in the control group received teaching reading comprehension through domestic material practice. The two groups participated in the posttest of reading comprehension achievement and the means of the two groups’ posttests underwent comparison via applying an “independent-samples” T-test. The results indicated that the participants’ reading comprehension in the experimental group had a slight outperform over the control group as a result of a different treatment.
The present study aimed to investigate the impact of international vs. domestic materials on Iranian pre-Intermediate EFL learners’ reading comprehension achievement. The main question this study tried to answer was whether there would be any difference between the means of the two participant groups in a reading comprehension achievement post-test if the groups were taught with two different teaching materials. To investigate the answer to the question, 30 Iranian pre-intermediate EFL learners were selected from among a population of 100 through administering the institute proficiency test with the criteria of at least 1 standard deviation below to 1 standard deviation over the mean. Then, they were divided into two fifteen-member groups, one the experimental and the other, the control group of the study. A pretest of reading comprehension was administered to the groups. During a 10-session treatment, the participants in the experimental group received teaching reading comprehension through international material practice, while the participants in the control group received teaching reading comprehension through domestic material practice. The two groups participated in the posttest of reading comprehension achievement and the means of the two groups’ posttests underwent comparison via applying an “independent-samples” T-test. The results indicated that the participants’ reading comprehension in the experimental group had a slight outperform over the control group as a result of a different treatment.
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