generally speaking, lexical items that enter our minds through reading a text commonly leave us with pictures, sounds, echoes, and feelings in the mind. while the ability to produce images in the mind in the process of reading appears to be vital for greater comprehension and recall of texts, research has indicated that many poor readers seemingly do not visualize as they read. on the contrary,...

The present study investigated the potential of implementing reading strategy instruction in raising learner readers' awareness of reading strategies, extending the range of strategies they employed and enhancing their reading comprehension ability. To conduct the study, 90 female preuniversity students majoring in Natural Sciences were selected based on a convenient sampling procedure. After t...

This study compared the effects of two annotation modalities on the reading comprehension of Iranian intermediate level EFL learners. The two experimental groups under study received treatment on 10 academic L2 reading passages under one of two conditions: One group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. The second...

this study investigated how english as foreign language (efl) learners with different learning styles (field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. to conduct this research, 60 participants were randomly invited to sit pet (preliminary english test) to ensure homogeneity of the participants in terms of language...

The present study investigated the relationship between personality traits and multiple intelligences, and learners’ reading proficiency. To this end, 384 graduate EFL students participated in the present study. Two questionnaires, namely the NEO personality inventory-revised, and McKenzie’s (1999) MI inventory as well as a sample TOFEL reading comprehension test were used to collect the data. ...

This study was an attempt to investigate the comparative impact of two types of teaching approaches, namely content-based (CBI) and task-based (TBLT) instruction on the reading comprehension of Iranian EFL learners. For this purpose, sixty intermediate students from a pool of eighty five students studying at a private language school were chosen using a piloted PET. The students were then rando...

this study compared the effects of two annotation modalities on the reading comprehension of iranian intermediate level efl learners. the two experimental groups under study received treatment on 10 academic l2 reading passages under one of two conditions: one group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. the second...

The present research examined the effect of speech rate on listening comprehension of Iranian EFL learners. Initially, a sample of 108 sophomore EFL learners majoring in English translation was selected based on systematic random sampling from Abadan Islamic Azad University. Then, based on an ECCE proficiency test, 62 participants were chosen and divided into two homogeneous groups of 31. One g...

this study was designed to investigate the effect of grammar and vocabulary pre-teaching, as two types of pre-reading activities, on the iranian efl learners’ reading comprehension from a schema–theoretic perspective. the sample consisted of 90 female students studying at pre-university centers of isfahan.  the subjects were randomly divided into three equal-in-number groups. they participated ...