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Zarei, Abbas Ali, Kavyari Roustai, Fateme. (1398). The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety. سامانه مدیریت نشریات علمی, 8(2), 303-335. doi: 10.22054/ilt.2020.50054.468
Abbas Ali Zarei; Fateme Kavyari Roustai. "The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety". سامانه مدیریت نشریات علمی, 8, 2, 1398, 303-335. doi: 10.22054/ilt.2020.50054.468
Zarei, Abbas Ali, Kavyari Roustai, Fateme. (1398). 'The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety', سامانه مدیریت نشریات علمی, 8(2), pp. 303-335. doi: 10.22054/ilt.2020.50054.468
Zarei, Abbas Ali, Kavyari Roustai, Fateme. The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety. سامانه مدیریت نشریات علمی, 1398; 8(2): 303-335. doi: 10.22054/ilt.2020.50054.468

The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety

Issues in Language Teaching
مقاله 12، دوره 8، شماره 2، اسفند 2019، صفحه 303-335    اصل مقاله (339.66 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2020.50054.468
نویسندگان
Abbas Ali Zarei* 1؛ Fateme Kavyari Roustai2
1Associate Professor, Applied Linguistics, Imam Khomeini International University, Qazvin, Iran
2MA, Applied Linguistics, Imam Khomeini International University, Qazvin, Iran
چکیده
This study compared the effect of four reading models on reading comprehension, foreign language reading anxiety (FLRA), and reading self-efficacy. In order to do so, 184 female Iranian senior high school EFL students at intermediate English reading level were selected through convenience sampling in three high schools and one language institute in Zanjan. The participants were in four intact groups. Each group was randomly assigned to one of the treatment conditions— ‘Direct Activities Related to Texts’ (DARTs), Peer-Assisted Learning Strategies (PALS), ‘Read, Ask, and Put into your own words’ (RAP), and ‘Title, Headings, Introduction, Each first sentence, Visuals, End of each part, Summary’ (THIEVES) models. These models were taught for eight sessions. Data were collected using the reading comprehension part of the Michigan Test of English Language Proficiency (MTELP), Foreign Language Reading Anxiety Scale (FLRAS), and Reading Self Efficacy Questionnaire (RSEQ). The collected data were analyzed using three one-way ANCOVA procedures. The results showed that the four models did not significantly differ in terms of their effect on foreign language reading anxiety and reading self-efficacy. However, there was a significant difference between the effect of THIEVES and RAP on reading comprehension in favor of RAP. Besides, only RAP and PALS improved reading self-efficacy. Moreover, DARTs, THIEVES, and RAP improved reading comprehension and decreased reading anxiety, whereas PALS increased reading anxiety and negatively affected reading comprehension. The theoretical and pedagogical implications of the findings are also discussed.
کلیدواژه‌ها
PALS؛ RAP؛ Reading comprehension؛ Reading self-efficacy؛ THIEVES
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