شماره ركورد كنفرانس :
4701
عنوان مقاله :
The Effect of Journal Assessment on EFL Learners’ Reading Comprehension
عنوان به زبان ديگر :
The Effect of Journal Assessment on EFL Learners’ Reading Comprehension
پديدآورندگان :
Nourdad Nava nourdad@tabrizu.ac.ir Department of English Language and Literature, University of Tabriz, Tabriz, Iran
كليدواژه :
Alternative assessment , Journal assessment , Language learning , Reading comprehension
عنوان كنفرانس :
دومين كنفرانس ملي مطالعات زبان انگليسي: بررسي مسائل آموزش زبان از منظر زبانشناسي كاربردي
چكيده فارسي :
Journal writing as the recording of daily events, personal reflections, questions about the environment, and reactions to experiences has attracted the attention of practitioners in educational fields in the recent years. In this line the present study aimed at investigating its effect on reading comprehension ability of EFL learners. To this end a quasi-experimental study was designed, with pre-test, treatment, and post-test procedures. 39 Iranian participants selected through convenient sampling and homogenized by PET test were randomly assigned in experimental and control groups. While the results of t-test analysis revealed no difference in initial reading comprehension ability of the groups, the experimental group outperformed in the post-test, indicating the positive effect of journal assessment. Accordingly, language teachers and learners can take the advantage of journal writing for both learning and assessment of reading comprehension ability.
چكيده لاتين :
Journal writing as the recording of daily events, personal reflections, questions about the environment, and reactions to experiences has attracted the attention of practitioners in educational fields in the recent years. In this line the present study aimed at investigating its effect on reading comprehension ability of EFL learners. To this end a quasi-experimental study was designed, with pre-test, treatment, and post-test procedures. 39 Iranian participants selected through convenient sampling and homogenized by PET test were randomly assigned in experimental and control groups. While the results of t-test analysis revealed no difference in initial reading comprehension ability of the groups, the experimental group outperformed in the post-test, indicating the positive effect of journal assessment. Accordingly, language teachers and learners can take the advantage of journal writing for both learning and assessment of reading comprehension ability.
