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

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dc.authorid0000-0002-4312-9731
dc.contributor.authorValizadeh, Mohammadreza
dc.date.accessioned2021-11-12T06:47:31Z
dc.date.available2021-11-12T06:47:31Z
dc.date.issued2021en_US
dc.departmentKapadokya Ɯniversitesi, Beşeri Bilimler FakĆ¼ltesi, Ä°ngilizce MĆ¼tercim ve TercĆ¼manlık BƶlĆ¼mĆ¼
dc.descriptionTARAMASCOPUS
dc.description.abstractThe 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 Flemingsā€™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.
dc.identifier.citationTadayonifar, 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
dc.identifier.endpage432en_US
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage413en_US
dc.identifier.urihttps://www.degruyter.com/document/doi/10.1515/cercles-2021-2024/html
dc.identifier.urihttps://doi.org/10.1515/cercles-2021-2024
dc.identifier.urihttps://hdl.handle.net/20.500.12695/1387
dc.identifier.volume11en_US
dc.indekslendigikaynakScopus
dc.institutionauthorValizadeh, Mohammadreza
dc.language.isoen
dc.publisherDe Gruyter
dc.relation.ispartofLanguage Learning in Higher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Ɩğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectlearning styles; reading comprehension; reading strategy instruction; VARK questionnaire
dc.subjectlearning styles
dc.subjectreading comprehension
dc.subjectreading strategy instruction
dc.subjectVARK questionnaire
dc.titleThe impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles
dc.typeArticle

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