This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental ...

The present study was an attempt to investigate the effect of meta-cognitive strategy (planning, self-monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners. Participants of three groups each comprising of 21 Iranian male students studying “Civil Engineering” in “Islamic Azad University of Buin Zahra” were selected and assigned to three groups: two experiment...

This study explores the effect of online annotations via Interactive White Boards (IWBs) on reading comprehension of Iranian EFL learners. To this aim, 60 students from a language institute were selected as homogeneous based on their performance on Oxford Placement Test (2014).Then, they were randomly assigned to 3 experimental groups of 20, and subsequently exposed to the research treatment af...

Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the prerequisite cognitive processes are distributed among teacher, individual reader, other student...

the current article was an attempt to investigate the effect of semantic mapping strategy instruction on reading comprehension performance of efl learners. to this end, thirty homogeneous iranian intermediate efl learners attending a language school in bonab, iran, were randomly assigned to two groups, one as the experimental and the other as the control. the experimental group received instruc...

Reading development and instruction is a pedagogical priority at all academic levels. Historically, in the educational field, numerous efforts have been made to facilitate the complex process of foreign language reading comprehension. More recently, increasing attention has been paid to the use of computers for developing reading comprehension skills and various efforts have been made in this r...

reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. however, since the introduction of cloze test, different varieties of it have been proposed by the testers. thus, the present study was an attempt to examine the relatedness of cloze-elide test, multiple-choice (mc) cloze test, and c-test as three di...

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,...

This research study investigates the impact of three sorts of simplification of reading comprehension passages through translating, paraphrasing and elaborating new words and expressions on the Iranian language teaching freshmen's reading comprehension ability. In phase one six English reading pas- sages in one of three types- (a) translated, (b) paraphrased, (c) elaborated words and expression...

Reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. However, since the introduction of cloze test, different varieties of it have been proposed by the testers. Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three di...