Abstract
The main aim of the study was to investigate the effect of question-generation strategy on Iranian EFL third grade high school students’ ability in reading comprehension passages via multiple-choice question .In this research, the total number of one hundred and twenty male and female students participated. For homogeneity of the students, a proficiency test including a multiple—choice reading comprehension test (Hill, 1980) was ascertained in the twenty selected questions. Eight multiple—choice reading comprehension passages (Hill, 1980) used based on the target of pre-test and post-test in the forty selected questions. In this research, the students were divided into two experimental groups; each group consisting of 30 homogeneous students (i.e., EMG as Experimental Male Group and EFG as Experimental Female Group) and two control groups (i.e., CMG as Control Male Group and CFG as Control Female Group). In the treatment time, the two experimental groups of the students were instructed for 10 weeks. Outcome of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school learners’ in reading comprehension passages.
Highlights
The purpose of the study was to examine the effect of question—generation strategy on Iranian EFL third grade high school learners’ ability in reading comprehension passages via only multiple-choice question. Linse (2005, p. 69) indicated that “reading is a set of skills that involves making sense and deriving meaning from the printed word”. Anderson (2003) mentioned that the aim of reading is comprehension
Outcome of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school learners’ in reading comprehension passages
The analysis of data revealed that question-generation strategy led to significantly better performances of the participants
Summary
The purpose of the study was to examine the effect of question—generation strategy on Iranian EFL third grade high school learners’ ability in reading comprehension passages via only multiple-choice question. Linse (2005, p. 69) indicated that “reading is a set of skills that involves making sense and deriving meaning from the printed word”. Anderson (2003) mentioned that the aim of reading is comprehension. Reading comprehension is one of the major English classroom activities in EFL settings. In Iran English language as a subject is taught as a foreign language from middle (Guidance) school. Though it was introduced as a subject from middle school, the Iranian students accepted it as language to pass in the examination. 71) mentioned that reading comprehension refers to reading for meaning, understanding, and entertainment. He added that there are two main reasons that people read: “the first is for pleasure and the second is for information”
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