نویسنده : مژگان صفری بلوچی

دانشكده : دانشکده علوم انسانی

رشته/گرایش تحصيلي : آموزش زبان انگليسي

استاد راهنما (عضو هیات علمی مرکز) :قاسم آقاجان زاده کیاسی, ,

چكيده : The present study investigated the effect of collaborative strategic reading on students’ achievements in English reading comprehension and vocabulary in the Iranian EFL context. To this cause, a true experimental design was utilized to examine the differences in students’ achievements in reading comprehension and vocabulary gain under two different treatments of collaborative strategic reading and traditional reading comprehension instruction. Forty students were divided into two experimental and control groups. A sample of QPT was conducted to check the general language proficiency of students and save their homogeneity. Two pretests of reading comprehension and vocabulary were also administrated to gauge the reading comprehension ability of the students. Starting the treatments, the experimental group received instruction on collaborative strategic reading. The control group, however, received the usual processes of teaching reading comprehension and vocabulary with no emphasis on collaborative learning. After the treatment, a posttest of reading comprehension and a posttest of vocabulary were administered to both groups. Two independent samples t-tests and paired samples t-tests were used to test whether there was a statistically significant difference between the means scores before and after the intervention. The findings showed that providing collaborative strategic reading affected the students' reading comprehension and vocabulary acquisition in the experimental groups. The findings can be beneficial to teachers to favor pair over small group work on the grounds that it forces participation and offers more opportunities for language use. Some suggestions are also given for further possible research in the related domain.

تاريخ دفاع : 1396-6-30