Journal of Teaching Language Skills最新文献_第7页

Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors 共情对语音掌握的预测作用:以伊朗女性英语学习者发音错误为例

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.35609.2756

Emad Gholamrezapour, Morad Ali Salandari Rabori

{"title":"Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors","authors":"Emad Gholamrezapour, Morad Ali Salandari Rabori","doi":"10.22099/JTLS.2020.35609.2756","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35609.2756","url":null,"abstract":"The present study set out to identify the problematic areas of pronunciation among Iranian female EFL learners. Further, this study investigated the relationship between empathy and authentic pronunciation, along with gender as a moderator variable. Comparing segmental features and phonological processes of both languages helped teachers to predict the target errors. To reach such a goal, a total of 69 Iranian undergraduate EFL learners were recruited from the Vali-e-Asr University of Rafsanjan, majoring in English literature and translation studies participated in the study. The subjects were conveniently sampled and were taking the course Conversation I. After administrating the Basic Empathy Scale (BES: Jolliffe & Farrington, 2006), the students were assigned to two groups: high-empathic group and low-empathic group. Both groups participated in an oral interview twice (before and after segmental form-focused instruction). The data were collected through taping participants’ pronunciation of some words. Two raters analyzed students’ pronunciation in terms of segmental features. The results demonstrated that the absence of some phonemes in the Farsi sound system and some phonological differences between the two languages caused difficulties for EFL learners. Furthermore, it was witnessed that those in the high-level group (i.e., more empathic learners) were more successful in acquiring authentic pronunciation than those in the low-level group.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"107 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132375372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers 非英语母语教师对伊朗英语学习者不一致言语行为的整体和分析评价中的语用标准

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2020.34820.2738

M. Alemi, M. Motamedi

{"title":"Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers","authors":"M. Alemi, M. Motamedi","doi":"10.22099/JTLS.2020.34820.2738","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34820.2738","url":null,"abstract":"Conveying a strong message within a language stems from not only a linguistically appropriate utterance but also a pragmatically appropriate discourse. Broadly considering various facets of pragmatics, pragmatic assessment has not been potentially brought into perspective. To address this discourse gap, this study, guided by the principles of mixed-method design, pursued three purposes: to inspect the matches and mismatches, to explore rating variations, and to assess the rater consistency between the holistic and analytic rating methods of disagreement speech acts in L2 by non-native English teachers. As a result, 12 different pragmatic situations for disagreement DCTs accompanied by EFL learners' responses to each situation were rated by 50 non-native English teachers. Initially, they were asked to rate it holistically, incorporating both ratings and providing comments. The content analysis of raters' comments indicated sixteen disagreement criteria. The descriptive statistics also revealed variations across different situations. Moreover, the teachers were asked to rate it analytically based on the assessment rubrics adopted from Ishihara and Cohen (2010). The findings of intra-class correlations implied that respondents were more consistent in analytic rating. Moreover, the results indicated that there was a convergence between the two rating methods suggesting that the raters adopted the same level of leniency and severity in rating. Overall, the results accentuated the significance of pragmalinguistic and sociopragmatic aspects of language for EFL raters. Finally, the results of the present study place a premium on the importance of pragmatic assessment training as well as cultural awareness.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128037696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners 英语学习者理解英语花园小径句的影响因素研究

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2020.34657.2731

Ghaffar Barahuyee, Mohammad Saber Khaghaninejad, Amirsaeid Moloodi

{"title":"An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners","authors":"Ghaffar Barahuyee, Mohammad Saber Khaghaninejad, Amirsaeid Moloodi","doi":"10.22099/JTLS.2020.34657.2731","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34657.2731","url":null,"abstract":"The present study aimed at highlighting the possible effects of age, proficiency level, and the structural composition of Garden-Path (GP) sentences on EFL learners' comprehension. 80 Iranian EFL learners were recruited from the initial pool of 114 participants based on the results of an English proficiency test; 40 advanced, and 40 intermediate learners were selected. Moreover, two age-groups of teenagers and adults were specified based on the study's necessities. In order to determine the accuracy and also the time needed for comprehension of GP sentences, a software application was designed, which provided learners with a set of GP and non-GP sentences and depicted the elapsed time for each participant to show the correct understanding of the presented sentences on the screen. As statistical analyses revealed, the participants, apart from age and proficiency levels, had less difficulty in comprehending non-GP items. It was also concluded that different types of GP sentences imposed different degrees of difficulty for the participants to comprehend. Furthermore, \"proficiency level,\" unlike \"age,\" was found to be a determining factor for the comprehension of GP sentences for Iranian EFL learners.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124292179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applied Linguistics Faculty Members’ Perceptions of (Im)politeness and (In)appropriateness of L2 Learners’ E-Mail Requests 应用语言学教师对二语学习者电子邮件请求的(i)礼貌和(i)适当性的感知

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2019.34578.2729

Mahmood Hashemian, Maryam Farhang-Ju

{"title":"Applied Linguistics Faculty Members’ Perceptions of (Im)politeness and (In)appropriateness of L2 Learners’ E-Mail Requests","authors":"Mahmood Hashemian, Maryam Farhang-Ju","doi":"10.22099/JTLS.2019.34578.2729","DOIUrl":"https://doi.org/10.22099/JTLS.2019.34578.2729","url":null,"abstract":"A significant amount of contribution to pragmatics research comes from cross-cultural and developmental pragmatic studies with L2 learners in focus; however, despite broad interest in such analyses, the role of lecturers has been relatively ignored. As the lectures’ perceptions/opinions of L2 learners’ e-mail requests are important, L2 learners must become familiar with their lecturers’ perceptions of (in)appropriateness and (im)politeness of e-mail requests. Therefore, through examining Iranian applied linguistics lecturers’ perceptions of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests, this study was an attempt to provide insights into lecturers’ ideal norms of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests. To this aim, a purposive sample of 38 university lectures participated in this study. A questionnaire was utilized to collect the data. The lecturers’ comments in the questionnaire served as the basis to identify the major themes (e.g., directness, language use accuracy, etc.). An in-depth qualitative analysis of the lecturers’ comments revealed that the perceptions of the lecturers were greatly influenced by the use of appropriate openings and closings of the e-mails. Also, language use accuracy and appropriateness were among the most recurring reasons mentioned by the lecturers to regard the e-mails as (in)appropriate and (im)polite. Overall, the results stress the importance of pragmalinguistic and sociopragmatic aspects of language for applied linguistics lecturers. Findings have implications for L2 learners, teachers, and researchers.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126942208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences 通过英语公式序列的动画教学培养英语学习者的口语能力

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2019.33176.2678

Maryam Rajaei Najafabadi, Yousef Bakhshizadeh, A. Mirzaei

{"title":"Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences","authors":"Maryam Rajaei Najafabadi, Yousef Bakhshizadeh, A. Mirzaei","doi":"10.22099/JTLS.2019.33176.2678","DOIUrl":"https://doi.org/10.22099/JTLS.2019.33176.2678","url":null,"abstract":"The current pretest-posttest quasi-experimental study attempts, firstly, to probe the effects of teaching formulaic sequences (FSs) on the second or foreign language (L2) learners' oral proficiency improvement and secondly, to examine whether teaching FSs through different resources (i.e. animation vs. text-based readings) have any differentially influential effects in augmenting L2 learners' oral proficiency or not. To this end, a cohort of 60 young L2 learners of an immersion program school in the southwest of Iran was randomly divided into three groups, two experimental and one control. During 24 instructional sessions, one experimental group received the FSs instruction through animation, and the second experimental group noticed FSs through text-based readings. The control group was taught using the school mainstream L2 textbooks without any focus on FSs. The results indicated that both FSs groups outperformed the control group. Moreover, animation-based instruction significantly increased the efficacy of FSs instruction, pointing to the issue that educational technology is a better strategy for teaching FSs rather than the traditional way of reading.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices 在伊朗英语高等教育背景下进行质性调查的挑战:博士生和教师的声音

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2019.34516.2725

Hossein Bakhshi, H. Weisi, N. Yousofi

{"title":"Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices","authors":"Hossein Bakhshi, H. Weisi, N. Yousofi","doi":"10.22099/JTLS.2019.34516.2725","DOIUrl":"https://doi.org/10.22099/JTLS.2019.34516.2725","url":null,"abstract":"This study aims at investigating the challenges of conducting qualitative research (QLR) from Iranian ELT (English Language Teaching) Ph.D. students’ and ELT faculty members’ viewpoints in the Iranian higher education context. The participants of the study consisted of 100 Ph.D. students majoring in ELT and 50 ELT faculty members. The study followed a mixed-methods approach with the exploratory design. The instruments utilized for collecting the data were a semi-structured interview and a researcher-made questionnaire. To analyze the qualitative data, a grounded theory approach was employed (Charmaz, 2006), and to analyze quantitative data, both descriptive and inferential statistics were utilized. The results of the study indicated that from the ELT Ph.D. students' perspectives, the Iranian educational system, professors, and lack of time, respectively, are factors affecting the possible weaknesses in undertaking QLR. While from the ELT faculty members' points of view, lack of time is the only reason for weaknesses in undertaking QLR. The results also demonstrated that from the viewpoint of ELT Ph.D. students, data interpretation, data analysis, data collection, data coding, and determining the validity of research, respectively, are the most challenging parts of conducting QLR. \u0000Moreover, from the perspective of ELT faculty members, data analysis, data collection, data interpretation, and data coding, respectively, are the most challenging parts of undertaking QLR. The implications of the present study for the universities in the context under investigation are discussed. At the end of the paper, some suggestions for further research are presented.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128769139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices 伊朗英语教师认知与实践中的语言评价素养特征

Journal of Teaching Language Skills Pub Date : 2019-05-01 DOI: 10.22099/JTLS.2020.34843.2739

M. Ahmadi, S. Ketabi

{"title":"Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices","authors":"M. Ahmadi, S. Ketabi","doi":"10.22099/JTLS.2020.34843.2739","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34843.2739","url":null,"abstract":"Language assessment literacy (LAL), mainly defined as knowledge and skills of language assessment, in the last two decades, has started to receive the attention it deserves. As one of the significant findings, based on a plethora of research, many second language (L2) teachers have been indicated to be professionally incompetent in terms of LAL. To investigate the status of LAL among Iranian English teachers, the present study was conducted. Three hundred and nine English teachers participated in answering a questionnaire. Besides, 24 teachers were interviewed based on a semi-structured interview. Both qualitative and quantitative data analysis and interpretation techniques were employed to find answers to the research questions which sought to investigate the features of language assessment literacy in language teachers' perceptions. The findings indicated that, overall, LAL is of concern to Iranian L2 (English) teachers. However, they also agree that their current level of both knowledge and practice in terms of LAL is not ideal. Furthermore, it was found that, as the teachers perceive it, assessment promotes learning and teaching; the nature of teacher-learner relationships affects evaluation; and, testing and assessment are seen as challenging notions due to their mathematical concepts and statistics. The findings will contribute to a more profound perception of LAL and better planning and executing the programs for L2 teachers regarding the issue.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115641226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries 多情态环境下对形式的主动关注和被动关注对英语学习者理解和产生情态助动词的影响

Journal of Teaching Language Skills Pub Date : 2019-03-01 DOI: 10.22099/JTLS.2019.32320.2639

Mahsa Adloo, Gholamreza Rohani

{"title":"The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries","authors":"Mahsa Adloo, Gholamreza Rohani","doi":"10.22099/JTLS.2019.32320.2639","DOIUrl":"https://doi.org/10.22099/JTLS.2019.32320.2639","url":null,"abstract":"The major objective of this experimental research was to assess the differences between two varieties of focus on form instruction, namely proactive and reactive across multimodal vs. traditional input settings in both comprehension and production of modal auxiliaries. The participants of the study were 75 Iranian English as a foreign language (EFL) high school students at the elementary level in three classes. The students in each class took part in a pre-test including both comprehension and production items. Then, they were randomly exposed to one of the three types of grammar instruction, i.e. proactive focus on form in which students were exposed to multimodal input through preplanned techniques of input enhancement and input flood, reactive focus on form in which the tasks occurred in multimodal episodes including negotiation and correction by the instructor through recasts, clarification requests, and repetition techniques. Lastly, in the control group, the students were provided with a pamphlet and their teacher’s explanations. The post-test was then administered to the three groups, and the results were analyzed by conducting a one-way-analysis of covariance (ANCOVA) which revealed a significant difference among these three groups. The results showed that the proactive group outperformed the reactive and control groups both in the comprehension and production of modal auxiliaries. At the end of the experiment, a brief survey which was accomplished through an interview revealed that the majority of the students highly favored PowerPoint presentations, teacher's explanations, and video clips respectively.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123991698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence 外显教学与内隐意义经验对二语词汇发展的整合:时间序列的比较效应

Journal of Teaching Language Skills Pub Date : 2019-03-01 DOI: 10.22099/JTLS.2019.34651.2730

Ali Malmir, Qutibaa M Yousof

{"title":"The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence","authors":"Ali Malmir, Qutibaa M Yousof","doi":"10.22099/JTLS.2019.34651.2730","DOIUrl":"https://doi.org/10.22099/JTLS.2019.34651.2730","url":null,"abstract":"The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L2 vocabulary; however, the time sequence for such juxtaposition has not been adequately examined through empirical studies. Therefore, this study sought to find the optimal time for combining explicit and implicit L2 vocabulary instruction using an explanatory mixed-method design. A convenience sample of 62 upper-intermediate EFL learners from three intact classes participated in this study. The Test of Academic Word List (Version A) that assesses Coxhead’s (2000) Academic Word List (AWL) was administered as a pertest. The reading book, Focus on Vocabulary 2, that has been developed based on the AWL was used for giving meaning-forced input. The target words were explicitly pre-taught in Class A (n=22), taught concurrent with encountering them in the reading text in Class B (n=20), and post-taught in Class C (n=22). Version B of the AWL Test was used as the posttest and after a 14-day retention interval (RI) as the delayed posttest. Then, 25% of the learners were orally interviewed about their attitudes toward the treatment they received. Quantitative data analysis using one-way ANCOVA revealed that explicit teaching during the reading was the optimal time and could help learners significantly do better on the immediate and delayed post-tests followed by pre-teaching. Qualitative analysis also verified the obtained quantitative results. The findings of this study imply that explicit vocabulary teaching during the reading should be practiced by EFL teachers/learners for fostering vocabulary development.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132381602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions 总结训练对中级英语学习者在个人和协作条件下阅读理解的影响

Journal of Teaching Language Skills Pub Date : 2019-03-01 DOI: 10.22099/JTLS.2019.33798.2695

Zahra Aghazadeh, M. Mohammadi, Mehdi Sarkhosh

{"title":"The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions","authors":"Zahra Aghazadeh, M. Mohammadi, Mehdi Sarkhosh","doi":"10.22099/JTLS.2019.33798.2695","DOIUrl":"https://doi.org/10.22099/JTLS.2019.33798.2695","url":null,"abstract":"Inspired by Vygotsky’s Sociocultural Theory (SCT), the current study intended to investigate the effect of summary training (i.e., oral and written) on intermediate EFL learners’ reading comprehension in different conditions (i.e., individual and collaborative). Data collection tools and procedures encompassed PET test, First Certificate in English (FCE) reading pre-test, and post-test. First, to ensure that the instruments, scoring, as well as summary training procedures were reliable, the researchers conducted a pilot test. During the main study, 120 Iranian EFL intermediate male and female learners aged from 16-18 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative conditions). Furthermore, each condition included three groups with oral summary, written summary groups, and no summary group. A post-test followed the treatment that lasted for 6 sessions. A series of ANOVA with follow up pair-wise comparisonsand a series of independent-samples t-tests indicated that: (1) summary training, especially the oral one, was more effective in enhancing the EFL learners’ reading comprehension, and (2) members of the collaborative groups outperformed the members of the individual groups regarding their reading comprehension development. The theoretical and practical implications are discussed concerning enhancing the EFL learners’ reading comprehension.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126605441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2