Abstract
This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.
Highlights
Over the last two centuries English language plays a crucial role in human beings lives since the world has been moving toward globalization through which people need a common language to make communication possible across the globe
As Matsuda (2018) pints out, noticeable number of students and scholars prefer to move to different parts of the world to study, research, or teach with the aim of expanding their knowledge and abilities not just in their field of study but in their sociocultural communicative abilities to maintain successful intercultural communications to achieve their international and personal goals. This aim would not be achievable unless members of a community attain an acceptable level of language proficiency to make efficient communications possible. This fact accentuates the importance of various English proficiency tests, administrated to applicants for various educational programs, in order to indicate linguistic communicative skills of language users required to succeed in a program
Along with the studies on intensive reading (IR) in the literature, this research illustrated a significant influence of authentic IR treatments on reading proficiency improvement of language learners
Summary
Over the last two centuries English language plays a crucial role in human beings lives since the world has been moving toward globalization through which people need a common language to make communication possible across the globe. As Matsuda (2018) pints out, noticeable number of students and scholars prefer to move to different parts of the world to study, research, or teach with the aim of expanding their knowledge and abilities not just in their field of study but in their sociocultural communicative abilities to maintain successful intercultural communications to achieve their international and personal goals. This aim would not be achievable unless members of a community attain an acceptable level of language proficiency to make efficient communications possible. The IElTS scores are reported as "band scores" on a scale of 0 (did not attempt the test) to 9 (expert user) for each section of the test including listening, reading, writing, and speaking
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