Literaturnachweis - Detailanzeige
| Autor/inn/en | Kheirzadeh, Shiela; Malakootikhah, Maryam |
|---|---|
| Titel | The Role of Content and Procedural Repetition in EFL Learners' Reading Performance |
| Quelle | In: Journal of College Reading and Learning, 53 (2023) 2, S.131-147 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kheirzadeh, Shiela) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1079-0195 |
| DOI | 10.1080/10790195.2022.2162464 |
| Schlagwörter | Second Language Learning; English (Second Language); Repetition; Reading Comprehension; Reading Fluency; Reading Improvement; Foreign Countries; Secondary School Students; College Students; Iran |
| Abstract | The present study aimed to investigate the role of procedural and content repetition in enhancing intermediate EFL learners' reading fluency (measured by reading rate) and comprehension. To this end, 45 intermediate EFL learners were recruited and randomly divided into three groups: procedural repetition (PR), content repetition (CR), and control group. Through adopting an experimental design, the data for reading comprehension and fluency were respectively collected by pre- and posttests of reading and the number of words read per minute and analyzed by analysis of variance (ANOVA) and paired-samples t-test. The findings demonstrated that content and procedural repetition improved EFL learners' reading comprehension, although procedural repetition was more effective. Nevertheless, repetition tasks could not improve the reading rate. Therefore, course designers, material developers, and language teachers are recommended to use procedural and content repetition to design and develop the reading tasks and activities or teach reading comprehension to EFL/ESL learners. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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