The Role of Content and Procedural Repetition in EFL Learners’ Reading Performance

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2023-01-17 DOI:10.1080/10790195.2022.2162464

Shiela Kheirzadeh, Maryam Malakootikhah

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引用次数: 0

Abstract

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.

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内容和程序重复在英语学习者阅读表现中的作用

摘要本研究旨在探讨程序和内容重复在提高中级英语学习者阅读流利性（以阅读率衡量）和理解能力方面的作用。为此，我们招募了45名中级英语学习者，并将其随机分为三组：程序重复组（PR）、内容重复组（CR）和对照组。采用实验设计，分别通过阅读前、后测和每分钟阅读单词数收集阅读理解和流利度数据，并通过方差分析和配对样本t检验进行分析。研究结果表明，内容和程序重复提高了英语学习者的阅读理解，尽管程序重复更有效。然而，重复任务并不能提高阅读率。因此，建议课程设计者、材料开发人员和语言教师使用程序和内容重复来设计和开发阅读任务和活动，或向EFL/ESL学习者教授阅读理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.