The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles

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Tarih

2021

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

De Gruyter

Erişim Hakkı

info:eu-repo/semantics/embargoedAccess

Ɩzet

The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.

AƧıklama

TARAMASCOPUS

Anahtar Kelimeler

learning styles; reading comprehension; reading strategy instruction; VARK questionnaire, learning styles, reading comprehension, reading strategy instruction, VARK questionnaire

Kaynak

Language Learning in Higher Education

WoS Q Değeri

Scopus Q Değeri

Q2

Cilt

11

Sayı

2

Künye

Tadayonifar, Mojtaba, Valizadeh, Mohammadreza, Entezari, Mahnaz and Bahraman, Mosfata. "The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles" Language Learning in Higher Education, vol. 11, no. 2, 2021, pp. 413-432. https://doi.org/10.1515/cercles-2021-2024