خلاصة:
This study aims to determine the effectiveness of K.W.L (what I know, what I want
to know, and what I have learned) chart on the performance of Iranian high school
students in reading comprehension. To achieve this aim, a sample was selected from
a private high school. The participants were 80 intermediate students as their
proficiency was measured using PET (Preliminary English Test). The participants
were divided into two groups: an experimental group and a control group. The
students in the experimental group were taught reading comprehension with the
K.W.L strategy, while the control group was taught with a conventional reading and
comprehension check strategy. To collect the data, pre and post reading
comprehension tests were administered. Data were analyzed using a series of t-test.
The findings indicate that the experimental group scored higher on the reading
comprehension post-test than their peers did in the control group. To investigate if
the results were long-lasting and not due to the present research context, a delayed
post-test was administered confirming the permanent effect of K.W.L strategy. The
results of the study suggest that the strategy can be useful for students’ reading
comprehension. Implications for language teachers, materials developers, and test
designers were discussed.
ملخص الجهاز:
L strategy, prior knowledge, reading comprehension, teaching and learning method Key words: * Department of Language and Foreign Literatures, Karaj Branch, Islamic Azad University, Karaj, Iran -Received on:26/12/2015 Accepted on: 15/03/2016 Email: faribataheri46@gmail.
Recently, Riswanto (2014) explained that there are numerous teaching strategies teachers use the in classrooms to encourage students to develop effective reading skills.
The most important aims are eliciting students’ prior knowledge of the topic of the text, setting a purpose for reading, and helping students to monitor their comprehension.
W. L chart make a significant difference between students’ performance in pre- test and post-test of experimental group after receiving the treatment?
The results of the test show all the significant levels of the Kolmogrov Smirnov were greater than the research confidence interval, meaning that normality assumption is not violated across all groups.
Histogram with normal curve on reading scores across the groups To answer the first research question which investigates if there is any statistically significant difference between pre- test and post- test of the control group a paired sample t-test was used.
W. L chart on students’ reading comprehension, a paired sample t-test is used to compare the pre- test and post- test of experimental group.
W. L Chart across the Groups As it is shown in the following tables, there was a statistically significant difference in both groups, meaning that both the research treatment in experimental group affected reading comprehension scores.
17232 The results of Table 7 show that there is mean difference between the post-test of control and experimental group.