scholarly journals Study of the Effect of Dynamic Assessment and Graphic Organizers on EFL Learners' Reading Comprehension

2017 ◽  
Vol 8 (3) ◽  
pp. 548
Author(s):  
Malahat Shabani Minaabad
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Dynamic Assessment ◽  
Text Structure ◽  
Control Group ◽  
Statistical Tool ◽  
Efl Learners ◽  
Significant Difference ◽  
Group B

Reading skill is one of the four skills which is very important to gain knowledge and very essential for academic life. The main focus of instructing this skill is on comprehension (Schunder, 1992). Among different factors important in comprehending expository text; the text structure, known as organizational pattern and related pictures plays a key role (Armbruster, Anderson, & Ostertag, 1987). The aim of this study was to examine the effects of two reading comprehension strategies, i.e., Dynamic Assessment (DA) and Graphic Organizers (GO) on EFL learners' reading comprehension ability. Forty five elementary students were randomly assigned to two experimental groups (A, B) and one control group (C). Students in group A received Dynamic Assessment (DA) and those in group B received Graphic Organizing instruction (GO). Students in control group C were instructed traditionally. After 10 sessions, they were post-tested. The statistical tool of the Kruskal-Wallis Test was run to determine if there was significant difference. The results of the study showed that both experimental groups acted better than the control group on the reading comprehension. It should also be noted that because of relative superiority of DA group over TI, it is more logical to prioritize DA as a better choice. Nonetheless, GO group was placed somewhere in the middle among these three groups.

scholarly journals Impact of Graphic Organizers on Reading Comprehension of English Learners at Intermediate Level

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 128-134
Author(s):  
Laraib Rahat ◽  
Ghani Rahman ◽  
Shahabullah
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Graphic Organizers ◽  
Positive Impact ◽  
Text Structure ◽  
Intermediate Level ◽  
Control Group ◽  
Positive Perception ◽  
Significant Difference ◽  
The Impact

The present study deals with the impact of graphic organizers (GOs) on reading comprehension of intermediate level English learners. The study specifically focused on the teaching of English drama through graphic organizers. The study also explored participants’ perceptions about using these graphic organizers. A quasi-experimental design was used in this study. Forty intermediate level students participated in this study. The twenty students of the experimental group received the GOs treatment, while the twenty participants of the control group were taught through the traditional method. A pre-test and post-test were conducted from both groups to test the impact of participants’ reading comprehension with five weeks’ treatment. The collected data were analyzed through a t-test. A significant difference was observed in the mean score of both groups and results revealed that the use of GOs had a positive impact on the comprehension of the students. The semi-structured interviews analyzed qualitatively through themes and subthemes showed a positive perception towards the use of GOs. The graphic GOs could help in increasing reading comprehension as well in understanding the text structure with a positive perception of their use.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

scholarly journals Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

2018 ◽  
Vol 8 (5) ◽  
pp. 181
Author(s):  
Sajad Shafiee ◽  
Fahimeh Talakoob ◽  
Mina Fatahi
Keyword(s):  
Design Research ◽  
Dynamic Assessment ◽  
Active Role ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Proper Form ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

2017 ◽  
Vol 10 (9) ◽  
pp. 49 ◽  
Author(s):  
Ghada M. Awada ◽  
Mar Gutiérrez-Colón
Keyword(s):  
Reading Comprehension ◽  
Relative Effectiveness ◽  
Strategy Instruction ◽  
Text Structure ◽  
Expository Texts ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Inclusion Theory ◽  
Combined Strategy

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test- post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there’s no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

Effects of STM Span, Syntactic Awareness, and Vocabulary Knowledge on Iranian EFL Learners’ Reading Comprehension

2016 ◽  
Vol 6 (12) ◽  
pp. 2297
Author(s):  
Katayoun Hashemin ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Methods ◽  
Short Term Memory ◽  
Memory Span ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Syntactic Awareness ◽  
Efl Learners ◽  
Significant Difference ◽  
Knowledge Group

The present study aimed at investigating the effects of Short-Term Memory (STM) span, syntactic awareness, and vocabulary knowledge on Iranian EFL learners’ reading comprehension. The research data were collected using quantitative methods. The data collection instruments included Oxford Placement Test, a working memory span test, and reading pretests and posttests. Sixty seven female intermediate level students were randomly assigned into the three groups of control, syntactic awareness, and vocabulary knowledge. Their performances then were measured and analyzed. Not only did the results reveal that there was a significant difference between the experimental groups and the control group in reading comprehension but also a significant difference between the two experimental groups. In other words, students in the vocabulary knowledge group benefitted more than students in the syntactic awareness. In addition, findings from the study indicated that STM does not affect reading comprehension ability of the students.

The Effect of Teaching Paragraph Writing in L1 on Iranian Adult EFL Learners’ Writing Ability

2016 ◽  
Vol 8 (6) ◽  
pp. 214
Author(s):  
Mohammad Daneshvari ◽  
Mohammad Davoudi
Keyword(s):  
First Language ◽  
Text Structure ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Writing Ability ◽  
Efl Learners ◽  
Significant Difference ◽  
Structure Knowledge ◽  
And Control

Despite the importance of writing in ESL/EFL contexts, too many youngsters do not learn to write well enough to meet the demands of school or the workplace. The present study strives to probe into the effect of teaching paragraph writing styles in the first language on the wiring proficiency of Iranian EFL learners. To conduct the study, a quasi-experimental design was used. The participants of this study were 40 male and female language learners learning English as the foreign language at the Oxford language institute in Bojnourd in the Northern Khorasan province of Iran who were divided into experimental and control groups. There was no treatment for the control group, but the experimental group received the treatment in which four types of paragraphs-descriptive, explanatory, contrastive, comparative- were taught in participants' first language (Farsi). After the treatment, a simplified English proficiency test focusing mainly on English writing skill was used to assess the effectiveness of the treatment. Independent t-test results showed a significant difference between the mean scores of the experimental and control groups on the posttest of writing ability. As for the gender differences, the results of the independent sample t-test revealed that there is a statistical significant difference between writing proficiency of Iranian males and females EFL learners in terms of making use of first language text structure knowledge. The implications of the study are discussed.

scholarly journals The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement

2015 ◽  
pp. 91-118
Author(s):  
Maysaa Rasheed Abdul-Majeed
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
College Of Education ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Efl Students ◽  
Scaffolding Strategies ◽  
Academic Year ◽  
Experimental Group

   Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.

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