The Effect of Teaching Within-Text Key Words on Students’ Performance in Reading Comprehension
Bibliographic Data
| ID | 21240486 |
|---|---|
| Authors | Mohammad Reza Khodasenas (University of Applied Science and Technology, corresponding author) |
| Year | 2013 |
| Volume | 3 |
| Issue | 1 |
| Pages | 103 |
| Publication date | 2013-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v3i1.193 |
| OpenAlex | W2019739251 |
| Language | EN |
| References cited | 7 |
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Abstract : The present study was conducted to investigate the effects of teaching within-text key word synonyms, opposites and related words on students’ performance on reading comprehension of TOEFL among Iranian EFL learners. To carry out the research, 60 Iranian EFL learners, who participated in a TOEFL preparation course, were selected as the participants of the study. Afterward they were randomly assigned into experimental and comparison groups. The experimental group was given a treatment including within-text key word synonyms, opposites and their translations, while the comparison group was given a placebo. To collect the required data, two instruments (a pre-test, and a post-test) were administered to both groups during the experimentation. Subsequently, students’ scores were collected through the administration of different tests and the results were statistically analyzed. The results of these analyses revealed that the experimental group outperformed the comparison group and thus, it was concluded that teaching within-text key word synonyms, opposites and related words can improve the reading comprehension ability and general proficiency of EFL language learners. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}
Art · Comprehension · Language education · Linguistics · Mathematics education · Reading comprehension · Test of English as a Foreign Language · Computer Science · Educational Strategies and Epistemologies · Philosophy · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Understanding reading
Cohesion in English
What does it mean to know howto use a language? An essay on the theoretical basis of language testing
The relationship between Toefl vocabulary items and meaning, association, collocation and word-class knowledge
The Study of Language
Exploring Second Language Reading
Interactive Language Teaching
| Highly cited | No |
|---|