The Comparative Effect of Collaborative Strategic Reading and Metacognitive Reading Strategies on Extrovert and Introvert EFL Learners’ Reading Comprehension
محورهای موضوعی : language teaching
پژمان نورزاد
1
(گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
مهناز سعیدی
2
(گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
سعیده آهنگری
3
(گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
کلید واژه: reading comprehension, collaborative strategic reading, Extroverts, Introverts, Metacognitive Reading Strategy,
چکیده مقاله :
This study investigated the comparative effect of collaborative strategic reading (CSR) and metacognitive reading strategy (MRS) on the reading comprehension of Iranian extrovert and introvert EFL learners. To achieve the purpose of this study, a sample IELTS was administered to 325 students studying at Marefat Language Academy in Tehran from whom 225 were selected based on their performance on that test. Next, the above students sat for Eysenck Personality Inventory questionnaire to determine their level of extroversion and introversion. As a result, a total of 150 learners (75 extroverts and 75 introverts) were selected as four experimental groups and two control groups. The four experimental groups, comprised of 1) 25 extroverts undergoing CSR, 2) 25 extroverts receiving MRS, 3) 25 introverts undergoing CSR, 4) 25 introverts undergoing MRS while the two control groups, with 25 extroverts and 25 introverts, the learners experienced the conventional procedure of teaching reading comprehension in the language school. Ancova and two-way Ancova were conducted which revealed introvert learners with MRS outperformed the extrovert with MRS, introvert and extrovert with CSR, and control groups, suggesting a decisive role for personality traits in reading comprehension classes with different reading strategies instruction.
این تحقیق مطالعه تاثیر مقابله ای مدل CSR و MRS بر درک مطلب زبان آموزان برونگرا و درونگرا میباشد. برای انجام این تحقیق از 325 زبان آموز آموزشگاه زبان معرفت یک آزمون آیلتس گرفته شد که طی آن 225 نفر انتخاب شده و به آنها آزمون شخصیت شناسی آیزنگ ارائه شد که در نهایت 150 نفر انتخاب شدند. این تعداد نهایی انتخاب شده متشکل از 75 نفز زبان آموز برونگرا و 75 نفر زبان آموز درونگرا بودند. بنابراین این تحقیق متشکل از چهار گروه تجربی و دو گروه کنترل بود: چهار گروه تجربی متشکل از 1 ) 25 زبان آموز برونگرا با مدل CSR ، 2) 25 زبان آموز برونگرا با مدلMRS ، 3) 25 زبان آموز درونگرا با مدل CSR و 4) 25 زبان آموز درونگرا با مدل MRS و همچنین دو گروه کنترل متشکل از 25 زبان آموز برونگرا و 25 زبان آموز درونگرا . از دو تست آنکووا جهت آنالیز داده های این تحقیق استفاده شد که بر مبنای نتایج آنها زبان آموزان درونگرا با مدل (MRS) بهتر از زبان آموزان برونگرا با مدل (MRS) و درونگرا و برونگرا با مدل (CSR)بودند.
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