The Effect of Peer-Mediated Instruction on Reading Comprehension ofIranian EFL Learners

Although a variety of EFL courses have done their best to promote reading comprehension in EFL learners, such courses have not managed to accomplish their ultimate target yet. A reason underlying such a shortcoming could be a sort of inequality and lack ofharmony between the teacher and the language learners. In the present study, a mediator was picked up and treated by the researcher to assist him in teaching the reading texts to the EFL learners. The experimental group of the study was treated by the mediation of a mediator's treatment whereas the control group was treated by merely employing the researcher's treatment. Running ANCOVA statistics the treatment revealed that there was a meaningfully significant difference between the performances of the peer-mediated group as opposed to that of the control group.

کلیدواژه ها:

Zone of Proximal Development ، Peer-mediated instruction ، Reading ، Reading comprehension