چکیده:
Reading comprehension is one of the essential skills for learning in every
language and in Iranian educational system, there seems a need to make some
revisions in teaching reading comprehension. In an attempt to address this
problem, this research set out to utilize Directed Reading –Thinking Activity
(coined by Stauffer, 1969) as a teaching comprehension model which was
expected to enhance students’ reading comprehension ability of graded readings.
To do this end, 50 intermediate students from Zabansara Institute were randomly
assigned to two groups (one control and one experimental) each consisting of 25
participants. Drawing on a mixed-methods design, the two groups were
compared in pre-test and post-test in the quantitative phase. In the qualitative
stage, fifteen students from experimental group were interviewed on the effect of
implementing DRTA based setting on their comprehension of graded readings
(The implemented readings in this study were narrative texts). The findings of
the study revealed that DRTA had significant effect on participants' reading
comprehension of graded reading. The study provides some pedagogical
implications for EFL teachers and students, and suggests some possible avenues
for further studies as well
خلاصه ماشینی:
"In the qualitative stage, fifteen students from experimental group were interviewed on the effect of implementing DRTA based setting on their comprehension of graded readings(The implemented readings in this study were narrative texts).
directed reading-thinking activity, graded reading, reading comprehension, narrative texts Keywords: Introduction English Language Teaching (ELT) teachers face a set of issues that are largely specific to ELT.
In an attempt to operationalize the proposed strategy, the following two research questions were formulated to serve the aim of the current study: Q1: Does DRTA affect intermediate EFL learners' reading comprehension (graded reading)?
The control group students were exposed to conventional method of reading in which summary telling and translating every word were used for graded readings whereas, the ex-group learners were exposed to DRTA method of reading which is explained as follow: As the teacher of experimental group, DRTA strategy was used by one of the researchers in intermediate class.
In this research, the implementation of DRTA, especially during the predicting stage, taught the students that in order to comprehend an English text, summarizing and translating every single word are not sole strategies to achieve comprehension.
In qualitative section of this study, the researchers interviewed fifteen participants and based on the elicited responses the following themes were extracted including improvement in students’ prediction and creativity- checking their understanding- challenging students- teacher modeled reading.
The implementation of DRTA especially during the predicting stage taught the students that to comprehend an English text, summarizing and translating every single word composing the text are not sole strategies to achieve comprehension."