خلاصة:
The present study was an attempt to investigate the impact of gender on using reading sub-skills and reading comprehension skill of Iranian EFL learners. To this end, four sub-skills involved in the reading comprehension process were selected. Then some reading passages whose comprehension questions were believed to measure the intended sub-skills were chosen. Eighty-eight EFL adult upper-intermediate learners forming two groups of forty-four males and females participated in the present study. At first, they were homogenized through a Nelson test and then a reading comprehension test was given to the learners. The comparison of the means of the two groups in the sub-skills clearly showed that, in two of the sub-skills, i.e. making a logical inference and understanding the mood, tone, or impression of a reading passage, males and females differed significantly with males outperforming the females in the first sub-skill and females outperforming the males in the second one. However, no significant differences were found in the other two sub-skills, i.e. getting the main idea of a reading passage and guessing the meaning from context.
ملخص الجهاز:
The Impact of Gender on Using Reading Sub-skills in Iranian EFL Learners Reading Comprehension Kamran Janfeshan* (Corresponding Author) Assistant Professor of TEFL, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
com Abstract The present study was an attempt to investigate the impact of gender on using reading sub-skills and reading comprehension skill of Iranian EFL learners.
Keywords: Individual differences, Gender, Reading Sub-skills, Iranian EFL Learners, Study skills ARTICLE INFO Article history: Received: Sunday, May 20, 2018 Accepted: Sunday, October 28, 2018 Published: Sunday, December 2, 2018 Available Online: Monday, November 26, 2018 DOI: 10.
EFL literature is replete with many checklists related to reading sub-skills offered by reading researchers (Nuttall, 1998; Munby, 1978; Brown, 2001, Jordan, 1997; Grabe, 1986; Davis, 1968, among many others).
This study will seek statistically valid answers to the following questions: 1 Does gender make any significant difference in how Iranian EFL learners get the main idea of a reading passage?
795 P Addressing the Second Research Question With regard to the second research question in this study which was whether gender makes any difference in how Iranian EFL learners understand mood, tone, or impression of a reading passage, the descriptive statistics showed that there was a difference between two groups in this sub-skill for male group mean and standard deviation are M=4.
Based on the results presented in the Table 7, gender makes no difference in how Iranian EFL learners get the main idea of a reading passage.