The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
الموضوعات : Research in English Language PedagogyArmin Hormozi 1 , Zohreh Gooniband Shooshtari 2 , Sediqeh Vahdat 3
1 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
الکلمات المفتاحية: Right Brain Dominant, Task-Based Language Teaching (TBLT), Left Brain Dominant, Task-Based Reading Comprehension, Whole Brain Dominant,
ملخص المقالة :
One of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable.
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