This study aimed to discover the effect of mobile-assisted teaching of collocations on Iranian EFL learners’ reading achievement. For this purpose, a PET test was given to 85 intermediate EFL learners as the proficiency test. After homogenization, 30 female and male students within the age range of 16 to 30 years old from an institute in Alborz Province were selected as the participants in the ...

The present study was an attempt to investigate the impact of gender on using reading subskills and reading comprehension skill of Iranian EFL learners. To this end, four subskills involved in the reading comprehension process were selected. Then some reading passages whose comprehension questions were believed to measure the intended subskill were chosen. Eighty-eight EFL adult upper-intermedi...

The present research aims to examine the effects of using culturally oriented texts in project-based classes on the views of EFL university students regarding their L1 culture. To this end, three experimental groups of intermediate EFL freshmen, assigned to classes A, B and C, participated in this study. Each of the classes were presented with reading passages focused on L1 culture, L2 culture,...

This mixed-methods study aimed at investigating the effects of a gadget-based Internet multimedia extensive reading program on promoting language proficiency. In so doing, a pretest-posttest design was applied in the quantitative phase to comparatively analyze outcomes of three classes of college-level EFL learners (two experimental groups and one control, each including 30 university students)...

This paper reports a reading intervention programme, the LMVS (Linguistically Mediated Visual Search) among pre-adolescent Chinese EFLs. It sets out to test whether managing the process of silent reading might modify text complexity as perceived. The paper is a combination of two studies. The first study was the development and assessment of a reading comprehension test. The second study pilote...

This article introduces the activity of student-written reading logs as a practical application of reader-response theory in EFL literature teaching. Since reader-response theory stresses the synthesis between reader and text, so it is proposed that practical applications should be based on this interaction. Students make notes in their reading logs as they read a novel, setting down their thou...

The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfact...