Abstract The present study was an attempt to investigate the effect of IT system-based instruction vs. traditional instruction of teaching English on Iranian low-intermediate EFL learners’ reading comprehension ability in a smart school in Tonekabon, Mazandaran, Iran. To collect the data, 60 low-intermediate high school learners took part in the study. As to the homogeneity of the participants,...

Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance st...

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...

teachers’ verbal behavior is a key contributor to provision of appropriate indirect intervention in language learning contexts; however, it is surprising that professionals in elt, to date, have not proposed a structured oral/verbal framework to deliver intervention and assistance in language learning contexts. to help redress this gap, heron’s six-category intervention analysis was adapted to ...

Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the En...

This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style Inventory 3.1 as well as a reading comprehension...

Abstract The great shift of paradigm from teacher-centeredness to learner-centeredness has one major rationale in line with the definitions of autonomy, i.e., the capacity and willingness to act independently and in cooperation with others, so cooperation is looked upon as the manifestation of autonomy. In the present study, the researchers investigated the impact of training cooperative...

This study aimed to investigate the effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFL learners’ reading comprehension ability. The question this study tried to answer is if pre-teaching new vocabulary items via audio-visuals have any effect on Iranian EFL learners’ reading comprehension ability. To find the answer to the question, 30 intermediate level stu...

This study seeks to examine how teachers’ educational background (those who have educated in TEFL in comparison to those who have educated in Literature) may influence their beliefs and attitudes on language learning, teaching and the teaching methods they apply in their classes. On a general basis, depending on teachers’ opinion, learning process might be seen as behavioristic, inductive, inte...