The Effect of Shadow Reading and Collaborative Strategic Reading on EFL Learners' Reading Comprehension across Two Proficiency Levels

Autor/inn/en	Babapour, Maryam; Ahangari, Saeideh; Ahour, Touran
Titel	The Effect of Shadow Reading and Collaborative Strategic Reading on EFL Learners' Reading Comprehension across Two Proficiency Levels
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 4, S.318-330 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2018.1465059
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Reading Skills; Comparative Analysis; Reading Instruction; Pretests Posttests; Reading Strategies; Intervention; Teaching Methods; Outcomes of Education; Language Proficiency; Reading Tests; Cooperative Learning; Instructional Effectiveness; Foreign Countries; Females; Adolescents; Young Adults; Language Tests; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Reading skill; Lesefertigkeit; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Lesetest; Kooperatives Lernen; Unterrichtserfolg; Ausland; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Language test; Sprachtest
Abstract	Reading comprehension is a key skill that can influence the learning outcome and further language development. Thus, the purpose of this study was to investigate the effect of two types of reading interventions, Collaborative Strategic Reading (CSR) and Shadow Reading (SHR), on EFL learners' reading comprehension across two proficiency levels. To this end, the researcher selected three intact elementary classes and three intact intermediate classes and randomly assigned them as one control and two experimental groups at each proficiency level. A pre-test of reading comprehension taken from the reading section of KET, for elementary learners (n = 72), and a pre-test of reading comprehension taken from the reading section of PET, for intermediate learners (n = 72) was administered to assess their initial performance in reading comprehension. Then, the experimental groups recieved one of the intended treatments, SHR or CSR, for ten sessions, while the control group received only regular classroom reading instruction. Finally, the learners were given a post-test of reading comprehension to measure their reading skill. The findings of two-way ANOVA revealed that there was a significant main effect for reading intervention. Moreover, there was neither a significant main effect for proficiency level nor a significant interaction effect of reading intervention and proficiency. The results of Tukey post-hoc test indicated that CSR group surpassed the other two groups and SHR group outperformed the control group. The implications are discussed in terms of the efficacy of CSR and SHR in enhancing EFL learners' reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01