Abstract
Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group) were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group) were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
Highlights
To be able to read and comprehend the text can help us live and interact socially, according to Celce-Murcia (2001, p. 187) “not being able to either read or comprehend will result in a deep sense of detachment and uselessness”
Based on the above mentioned gaps identified in the literature, the present study aims at providing answers to the following questions: 1. Do reading strategies have a significant impact on reading comprehension of Iranian intermediate EFL learners?
Question one asked: Do reading strategies have a significant impact on reading comprehension skill of Iranian intermediate EFL learners? This question was posed with the purpose of finding out whether reading strategies instruction can have any effect on EFL learners’ reading comprehension skill
Summary
To be able to read and comprehend the text can help us live and interact socially, according to Celce-Murcia (2001, p. 187) “not being able to either read or comprehend will result in a deep sense of detachment and uselessness”. To be able to read and comprehend the text can help us live and interact socially, according to Celce-Murcia 187) “not being able to either read or comprehend will result in a deep sense of detachment and uselessness”. One of the most prominent academic language skills for learners’ of English as a second (ESL) and foreign language (EFL) is reading. It is thought to be the primary means of gaining access to various sources of information, providing the basis for synthesis and critical skills (Celce-Murcia, 2001). The prominent role of reading for learners of English as second language (L2) has been widely recognized (Day & Bamford, 1998, Grabe, 2004). Bernhadt (2005) after examination of three decades of L2 reading research pointed out some criteria including readers’ first language, their literacy levels, their levels of L2 knowledge and levels of interactions of vocabulary as essential tenets of contemporary in L2 reading
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