Short-Block Instruction Versus Long-Block Instruction: Impact on Reading Motivation and Reading Attitude
محل انتشار: فصلنامه یادگیری و حافظه، دوره: 3، شماره: 12
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 257
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شناسه ملی سند علمی:
JR_IJLM-3-12_006
تاریخ نمایه سازی: 11 مهر 1400
چکیده مقاله:
The purpose of this study was to explore the effects of ۲ modes of instruction (Short-block versus Long-block) on Iranian EFL learners' reading motivation and reading attitude. For this study, ۶۰ pre-intermediate level students who were studying in an English language institute in Ahvaz were selected. They took part in a homogeneity test (OQPT) to determine their homogeneity level. Then they were randomly divided into two groups, ۳۰ learners each included, namely short-block instruction group and long-block instruction group. Then the two groups were given a reading motivation questionnaire and reading attitude survey as the pre-test before treatment to determine the participants’ reading motivation and reading attitude. During the eleven-session treatment, the long-block group was taught the reading comprehension in an intensive ۷۵-minute session, while the short-block group was taught in three short sessions (twenty-five- minute session). After the treatment sessions, the participants were given a reading motivation questionnaire and reading attitude survey as a posttest. Data were analyzed through descriptive statistics and one-samples t-tests and the findings showed a significant difference between the groups. The short-block group outperformed the other groups in both reading motivation and reading attitude post-test. Implications of this study could be a hint for both EFL teachers and learners that teaching through short-block instruction is more effective than long-block instruction in teaching reading comprehension.
کلیدواژه ها:
نویسندگان
Ehsan Namaziandost
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Abbas Pourhosein Gilakjani
Department of English Language Translation, Islamic Azad University, Lahijan Branch, Iran.
Goodarz Shakibaei
Assistant Professor, Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran