بررسي تاثير استفاده از فعاليت هاي زباني در بالا بردن مهارت خواندن و درك مطلب زبان آموزان ايراني

The Role of Classroom Tasks in Improving Reading Comprehension Ability in EFL Students

اين تحقيق بررسي تاثير فعاليت هاي زباني بر روي پيشرفت مهارت خواندن و درك مطلب زبان آموزان ايراني مي پردازد. افراد شركت كننده در اين تحقيق 102 دانشجوي سال اول رشته زبان انگليسي هستند كه با روش نمونه گيري تصادفي از ميان گروه دانشجويان انتخاب شده اند و سپس به دو گروه تجربي و كنترل تقسيم شدند. در طول پژوهش به گروه تجربي تمرين هاي خواندن فعاليت هاي زباني و به گروه كنترل تمرين خاصي داده نشد. هر دو گروه 3 سري تست در طول تحقيق دريافت كردند. تست استاندارد كمبريج "كت" در ابتداي تحقيق به عنوان پيش-تست و هم در انتهاي تحقيق به عنوان پست-تست داده شد. هردو گروه همچنين يك تست غيراستاندارد به عنوان تست نهايي در پايان ترم درسي دانشگاه دريافت كردند. تجزيه تحليل و بررسي نتايج به دست آمده از تست ها پيشرفت چشم گيري در عملكرد گروه تجربي در مقايسه با گروه كنترل نشان داد كه بيانگر تاثير چشم گير فعاليت هاي زباني در بالا بردن مهارت خواندن و درك و همچنين توانايي زباني اين گروه بود

The present study was an attempt to investigate the role of classroom tasks in accelerating reading comprehension ability in EFL students. To achieve this purpose, 102 freshwomen were considered as the subjects of the study. The subjects were randomly selected form a population of English major first year students. They were later assigned into experimental and control groups. During the course of study, the experimental group received some additional material in the form of reading tasks, while the control groups only received a placebo. Both groups were administrated three sets of tests. They were given a Key English Test (KET) as pre- and post- tests. They were also administrated a teacher made final test which was given to them at the end of the experiment. Undoubtedly, the validity and reliability of the instruments were taken into consideration. The analysis and comparison of the two groups’ scores from the instruments revealed that experimental group outperformed control group in the post-test of KET and in the final test. This led the researcher to the conclusion that such noticeable progress in the experimental group’s test score was due to the administration of reading comprehension tasks. These results provided enough evidence for the acceptance of the hypothesis formulated at the opening of the study