Abstract
The present study was designed to specifically compare two methods of presenting the alphabet in Iranian guidance schools (an equivalent for middle school in other countries), namely pre-instruction and while-instruction to see if any of them is more successful in learners' alphabet learning.To this end, a quasi-experimental research design with two experimental groups including a pre-test and a post-test was set.The existing four intact classes were randomly assigned as two groups of pre-instruction(N=47)and while-instruction (N=43) experimental groups.Both groups followed alphabet learning process for six months. One of the researcherswas the teacher of the two groups and taught the alphabet through pre-instruction presentation to the first experimental group, andthrough while-instruction to the second experimental group. By accomplishing the treatment, the post-test was given to both groups. The results of independet-samples t-test indicated that while-instruction method for teaching alphaebt was much more beneficial than pre-instruciton. Language teachers can benefit from this finding in their elementary classes.
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