Intervention of Information Synthesization, Making Inferences, and Visualization with Iranian Undergraduates' ESP Reading Comprehension Achievement
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)سمیه شیخ پور آهن دانی 1 , رامین رحیمی 2
1 - مربی گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد آستانه اشرفیه، آستانه اشرفیه، ایران
2 - استادیارگروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران
کلید واژه: reading comprehension, Visualization, English for Specific Purposes, Information Synthesization, Making inferences,
چکیده مقاله :
This study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this study. Based on the QPT proficiency test, they were assigned into three homogeneous groups. The pretest showed that the three groups were not significantly different, and then accounting reading comprehension was taught as the treatment. In group A, the focus was on "information synthesization strategy", in group B, the emphasis was on "making inferences strategy", and in group C, the teacher focused on visualization strategy. The results of the post-test revealed that although each of these three strategies improved ESP reading comprehension, information synthesization had the most effect, making inferences had a medium effect, and visualization had less effect on improving the students' ESP reading comprehension ability.This study has implications for students, teachers, and also curriculum developers.
This study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this study. Based on the QPT proficiency test, they were assigned into three homogeneous groups. The pretest showed that the three groups were not significantly different, and then accounting reading comprehension was taught as the treatment. In group A, the focus was on "information synthesization strategy", in group B, the emphasis was on "making inferences strategy", and in group C, the teacher focused on visualization strategy. The results of the post-test revealed that although each of these three strategies improved ESP reading comprehension, information synthesization had the most effect, making inferences had a medium effect, and visualization had less effect on improving the students' ESP reading comprehension ability.This study has implications for students, teachers, and also curriculum developers.
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