Demystifying the Impact of Different Advance Organizer Strategies on Reading Comprehension Skill: Checking Iranian EFL Learners' Attitudes
محورهای موضوعی : Research in English Language Pedagogy
Fatemeh Amini Asl
1
(Department of English, Sarab Branch, Islamic Azad University, Sarab,Iran)
Fatemeh Mirzapour
2
(Department of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran)
Aliasghar Yousefi Azarfam
3
(Department of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran)
کلید واژه: Graphic Organizers, Textual Organizers, Verbal Organizers,
چکیده مقاله :
This study aimed to examine the impact of three types of advance organizers (verbal, textual, and graphic) on the reading comprehension skills of 118 intermediate-level EFL learners, both males and females, ranging in age from 19 to 28 (average age of 23). The participants were divided into four groups: the graphic organizer group, verbal organizer group, textual organizer group, and control group. All participants initially took a pretest consisting of 30 multiple-choice questions. After treatment, a posttest was administered to measure reading comprehension achievement. The results of the quantitative analysis of covariance (ANCOVA) indicated that advance organizers significantly improved reading comprehension scores. Specifically, graphic and textual organizers had a significant difference in mean scores. Furthermore, the qualitative analysis of the study revealed that a majority of the students had a positive attitude towards using graphic advance organizers in the classroom. The findings of this study contribute to those who are concerned with teaching.
This study aimed to examine the impact of three types of advance organizers (verbal, textual, and graphic) on the reading comprehension skills of 118 intermediate-level EFL learners, both males and females, ranging in age from 19 to 28 (average age of 23). The participants were divided into four groups: the graphic organizer group, verbal organizer group, textual organizer group, and control group. All participants initially took a pretest consisting of 30 multiple-choice questions. After treatment, a posttest was administered to measure reading comprehension achievement. The results of the quantitative analysis of covariance (ANCOVA) indicated that advance organizers significantly improved reading comprehension scores. Specifically, graphic and textual organizers had a significant difference in mean scores. Furthermore, the qualitative analysis of the study revealed that a majority of the students had a positive attitude towards using graphic advance organizers in the classroom. The findings of this study contribute to those who are concerned with teaching.
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