Abstract
With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar. The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group). Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05).
Highlights
Because of the significance of reading skill in learning a foreign language, substantially far more attention is assigned to the studies in the area of reading comprehension
It can be concluded that the results approved the significant impact of using video technology in improving reading comprehension of Iranian intermediate EFL learners
It can be stated that the mean score results of the reading test, which were administered after using video technology, displayed the fact that the participants of experimental group (P< 0.05) performed significantly better than those in the control group
Summary
Because of the significance of reading skill in learning a foreign language, substantially far more attention is assigned to the studies in the area of reading comprehension. These studies indicated that students typically encounter some difficulties in getting meaning from written texts even after years of getting to know a foreign language (Grabe & Stoller, 2013). The assumption that reading comprehension is a cognitive, complicated, internal and imperceptible actin which happens within the mind of the reader (Bernhardt, 1991) prompts the multifaced design of reading comprehension in its different areas This lack of good appreciation is accelerated by the vital role of reading in the process of comprehension. Factors like unique elements within the written text, absence of enough familiarity with the content and the schemata of the target language text, incapability of EFL language learners’ in in comprehending the texts, shortage of adequate reading methodologies, obscure vocabularies, sophisticated sentence structures, and the setting of communication between the writer and the reader are cases of the wellspring of that difficulty (Wood, Motz, & Willoughby, 1998)
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