Scrutinizing the Effects of e-Learning on Enhancing EFL Learners' Reading Comprehension and Reading Motivation

Bibliographic Data

ID5686647
AuthorsIndrajit Patra (0000-0001-6704-2676, NIT Durgapur, Durgapur, West Bengal, India), Tawfeeq Abdulameer Hashim Alghazali (0000-0003-0131-3992), Ekaterina G Sokolova (0000-0002-9921-9031), K D V Prasad (0000-0001-9921-476X, Strategic Management and Communication, ICRISAT, Patancheru, Hyderabad, India), Harikumar Pallathadka (0000-0002-0705-9035), Rasha Abed Hussein (0000-0003-2335-4605, Al-Manara College for Medical Sciences, Amarah, Iraq), Asaad Jassaim Shanan (0000-0002-7960-7520), Samaneh Ghaneiarani (0000-0001-8692-0892)
EditorsEhsan Namaziandost (0000-0002-8393-2537)
Year2022
Volume2022
Pages1-11
Publication date2022-02-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Research International (JOURNAL)
Journal identifiersISSN: 2090-4010 • E-ISSN: 2090-4002
PublisherWiley (PUBLISHER • GB)
DOI10.1155/2022/4481453
OpenAlexW4214504556
LanguageEN
Citations received7
References cited42

Technology-based teaching and learning are always an innovative technique that absorbs many researchers' attention throughout the words. Considering the vital role of online learning, this study aimed to examine the effects of e-learning on Iranian EFL learners' reading comprehension and reading motivation. To this end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups as the pretests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the posttests. The e-learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings of this study, some implications are mentioned for learners, teachers, and curriculum designers

Comprehension · Curriculum · Linguistics · Mathematics education · Pedagogy · Reading (process · Reading comprehension · Session (web analytics · Test (biology · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Technology-Enhanced Education Studies

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