INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING
نویسندگان
چکیده
This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated (ARR), and Traditional (TR) instructions integrated into an EFL reading program on comprehension, silent rate, motivation, attitudes toward reading, by also addressing potential effect proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week was conducted with mixed-proficiency university-level Turkish learners divided three experimental groups. A method incorporating 150-minute SSR or ARR intensive instruction in two groups implemented, as compared against TR group that received 300-minute traditional weekly. Data came from comprehension rate test, motivation questionnaire, participant reflections, interviews. Findings indicated yielded significant benefits for both low high-proficiency participants. Moreover, showed positive intrinsic whereas contributed slightly extrinsic motivation. Regarding possible proficiency, while more advantages higher-proficiency learners, were comparatively beneficial lower-proficiency learners. Implications pedagogy future classes are discussed.
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ژورنال
عنوان ژورنال: TEFLIN Journal
سال: 2022
ISSN: ['2356-2641', '0215-773X']
DOI: https://doi.org/10.15639/teflinjournal.v33i1/173-200