خلاصة:
Inspired by Vygotsky’s Sociocultural Theory (SCT), the current study intended to investigate the effect of summary training (i.e., oral and written) on intermediate EFL learners’ reading comprehension in different conditions (i.e., individual and collaborative). Data collection tools and procedures encompassed PET test, First Certificate in English (FCE) reading pre-test, and post-test. First, to ensure that the instruments, scoring, as well as summary training procedures were reliable, the researchers conducted a pilot test. During the main study, 120 Iranian EFL intermediate male and female learners aged from 16-18 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative conditions). Furthermore, each condition included three groups with oral summary, written summary groups, and no summary group. A post-test followed the treatment that lasted for 6 sessions. A series of ANOVA with follow up pair-wise comparisons</strong><strong>and a series of independent-samples t-tests indicated that: (1) summary training, especially the oral one, was more effective in enhancing the EFL learners’ reading comprehension, and (2) members of the collaborative groups outperformed the members of the individual groups regarding their reading comprehension development. The theoretical and practical implications are discussed concerning enhancing the EFL learners’ reading comprehension.
ملخص الجهاز:
2695 The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions Zahra Aghazadeh Mohammad Mohammadi ** Mehdi Sarkhosh *** Abstract Inspired by Vygotsky’s Sociocultural Theory (SCT), the current study intended to investigate the effect of summary training (i.
A series of ANOVA with follow up pair-wise comparisons and a series of independent-samples t-tests indicated that: (1) summary training, especially the oral one, was more effective in enhancing the EFL learners’ reading comprehension, and (2) members of the collaborative groups outperformed the members of the individual groups regarding their reading comprehension development.
The goal of the present study, therefore, was to examine the impact of oral and written summary presentation in individual and collaborative groups on EFL learners' reading comprehension.
The present study, thus, intends to investigate whether training Iranian EFL learners in summarizing and providing them opportunities for writing and telling summaries in reading tasks can play a significant role in developing the Iranian EFL learners’ reading comprehension.
Accordingly, the following research questions were posed: Do different types of summary training in individual performance influence the Iranian Intermediate EFL learners’ reading comprehension ability?
(View the image of this page) Discussion and Conclusion The current study aimed at investigating the influence of summary training, that is, oral and written on the EFL learners' reading comprehension.
These results support the findings of the study by Hwang, Wang, and Sharples (2007) showing that the collaborative group had a higher level of reading comprehension ability.
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