For that reason, they become demotivated to read an English text. The learners have many problems in understanding the meaning some words in the text that they do not understand the meaning of the text. Introduction In Iranian educational system, the EFL learners' reading achievements are poor. Discussion and Conclusions 5.1 Discussion 5.2. Moreover, Independent Samples t-test showed that there was a significant difference between the two groups concerning reading comprehension.Īrticle Outline 1. The findings revealed that reading comprehension performance of both groups improved. Independent Samples t-test were used to compare the means of the pre-test and the post-test in both groups. Having finished the treatments, the learners in the both groups were given the post-test. The authentic group under treatment received authentic-based reading passages while the non-authentic group received non-authentic-based reading passages. During a 12-session course, both groups were taught 12 passages selected by the researcher. Then, both groups were given a pre-test before the treatments to determine how well the subjects in reading comprehension. They took part in a proficiency test (OPT) and 24 of them were randomly assigned into two homogeneous groups. To perform this study, 50 Iranian EFL learners studying English in Pooya Language Institute in Abadan were selected. The aim of this study was to investigate the effect of authentic-based and non-authentic-based materials on improving reading comprehension of the Iranian intermediate EFL learners.
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