The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension
محورهای موضوعی : English Language Teaching (ELT)شهونم کدخدائی 1 , Nasrin Hadidi 2
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: reading comprehension, Question- Generation Strategy,
چکیده مقاله :
Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET) as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.
درک مطب خواندن یکی از مهمترین مهارتها، بویژه در بافت انگلیسی بعنوان زبان خارجی است. یک روش جهت بهبود آن کاربرد استراتژی هاست. هدف تحقیق حاضر، بررسی تاثیر استراتژی طرح سوالات بر درک مطلب خواندن زبان آموزان است. شرکت کنندگان این تحقیق 63 زبان آموز در سطح متوسط در 3 کلاس در موسسه رسا در شهر بو کان بودند که بطور تصادفی در دو گروه آزمایشی و یک گروه کنترل قرار گرفتند. آنها به دو نمونه از بخش خواندن تست استاندارد پت بعنوان پیش آزمون و پس آزمون پاسخ دادند. زبان آموزان در گروه آزمایشی آ سوالات درک مطلب خواندن را بر مبنای متون داده شده بصورت انفرادی طرح می کردند. در گروه آزمایشی ب طرح سوالات در گروههای 3 نفره صورت می گرفت. در گروه کنترل ، زبان آموزان به سوالات مندرج در کتاب پاسخ می دادند. نتایج آنالیز آنووا نشان داد که زبان آموزان در گروه ب که سوالات را بصورت گروهی طرح می کردند بهتر از زبان آموزان در گروه آ که سوالات را بصورت انفرادی طرح می کردند و گروه کنترل به پس آزمون درک مطلب خواندن پاسخ دادند. یافته های این تحقیق می تواند برای معلمان زبان انگلیسی و افرادی که سر فصل دروس انگلیسی را می نویسند مفید باشد.
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