Effectiveness of a Negotiated Syllabus on the Reading Achievement of Intermediate-Level EFL Learners
Bibliographic Data
| ID | 16912460 |
|---|---|
| Authors | Abdolvahab Khademi (0000-0001-7372-9757, University of Massachusetts Amherst, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 4 |
| Publication date | 2022-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440221143319 |
| OpenAlex | W4313065460 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
Few studies have evaluated the effectiveness of a negotiated syllabus on the reading skill of learners. The present study attempts to establish if a negotiated syllabus had any effect on the reading achievement of female EFL learners at intermediate level English proficiency. The study was conducted with the participation of 61 learners placed into the experimental group ( n = 32) and the control group ( n = 29). The element of negotiation in this study was the topic interests of the experimental group surveyed on an interest areas questionnaire on the basis of which instructional reading passages were selected. Topic interests were not surveyed in the control group and the texts given to them were selected by the teachers. Both groups were tested at the beginning of the experiment and retested at the end of the experiment with a valid reading comprehension test comprising 22 items. A two-sample t-test was performed to compare any means difference between the scores of the experimental group and the control group on the reading test. The results indicated that no statistically significant difference was observed between the mean scores of the experimental and control groups
Achievement test · Linguistics · Mathematics education · Negotiation · Pedagogy · Reading comprehension · Significant difference · Standardized test · Statistics · Syllabus · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
The Learner-Centred Curriculum
The Negotiated Syllabus
The Comparative Effect of Dynamic and Negotiated Assessment on EFL learners’ Writing Complexity and Fluency
Innovation in English language teaching
Collaborative Language Learning and Teaching
The Second Language Curriculum
Three Approaches to Task-Based Syllabus Design
Principles of Course Design for Language Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |