The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2021-10-01 DOI:10.1515/cercles-2021-2024

M. Tadayonifar, M. Valizadeh, M. Entezari, Mosfata Bahraman

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引用次数: 1

Abstract

Abstract The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.

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阅读策略教学对提高不同学习风格学生阅读理解能力的影响

摘要本研究探讨了外显阅读策略教学对提高不同学习风格学生阅读理解的短期和长期影响。60名伊朗英语学习者参与了这项研究。他们将剑桥幼儿保育和教育阅读测试作为预测试，并根据Flemings的VARK问卷，根据学习者类型分为五组。参与者接受了为期12周的明确阅读策略指导，并进行了后测试，以确定阅读策略训练的直接效果。三个月后，他们进行了一次延迟的后期测试，以检查训练的长期效果。使用SPSS的配对样本T检验和方差分析结果表明，在所有测试中，所有组的测试前和测试后得分都存在显著差异。事后分析的结果表明，听觉型表现出最多的改善，视觉型表现出最少的改善。因此，该研究建议为学生提供适合他们感知的学习风格的适当阅读策略，以提高理解能力，从而在阅读时获得更多乐趣。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.