The Effect of Summarizing and Presentation Strategies on Reading Comprehension of Iranian Intermediate EFL Learners

Hooshang Khoshsima ,Forouzan Rezaeian Tiyar

doi:10.7575/aiac.ijalel.v.3n.4p.88

Abstract

The present study aimed to find out the effect of summarizing and presentation strategies on Iranian intermediate EFL learners’ reading comprehension. 61 students were selected and divided into two experimental and control groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. The experimental group used the two strategies three sessions each week for twenty weeks, while the control group was not trained on the strategies. After every two-week instruction, an immediate posttest was administered. At the end of the study, a post-test was administered to both groups. Paired-sample t-test and Independent sample t-test were used for analysis. The results of the study revealed that summarizing and presentation strategies had significant effect on promoting reading comprehension of intermediate EFL learners. It also indicated that the presentation strategy was significantly more effective on students’ reading comprehension.

Highlights

Within the communicative, interactive, and learner-centered framework of language teaching and learning, students need to learn four skills of listening, speaking, reading, and writing for their educational success
The findings indicated that strategy instruction had a positive effect on both Turkish and English reading strategies and reading comprehension in English
Having reviewed the literature on the importance and effectiveness of reading skill, reading comprehension, reading strategies, reading strategy use, and reading strategy instruction the current study attempted to figure out the effect of two reading strategies-summarizing and presentation- on students’ reading comprehension

Summary

Introduction

Interactive, and learner-centered framework of language teaching and learning, students need to learn four skills of listening, speaking, reading, and writing for their educational success. - reading considered as an active comprehension process. Most contemporary discussions among researchers focus on the teaching of, and use of multiple reading strategies to achieve comprehension. Reading comprehension considered as a complex cognitive process which varies in numerous ways depending on tasks, motivations, purposes, and language abilities text (Grabe & Stoller, 2002). According to Lems, Miller, and Soro (2010) reading comprehension varies according to different purposes for reading and the texts that are used. They argued that this fact is accomplished through the use of different strategies. The main purpose of all reading is generally to get new information and/or for pleasure

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Discussion

Conclusion