The effect of direct meta linguistic and feedback timing on Iranian EFL learners reading comprehension

This study was carried on for the purpose of the effect of direct meta linguistic and feedback timing onIranian EFL learners` reading comprehension. To do so, the participants were randomly drawn from ۱۵۰learners who took the language proficiency test, assigned to the intermediate learners, and were randomlydivided into three groups as two experimental groups and one control group, ranging from ۱۸ to ۳۵ years old.All of them were Persian native speakers. The participants included ۸۷ female and ۳۳ male EFL learners. Tothis end, by conducting a placement test, ۱۲۰ out of ۱۵۰ EFL learners were selected and divided into threeequal groups each consisting of ۴۰ learners. One experimental group received meta linguistics instruction,and other experimental group was taught without metalinguistic instruction. In contrast, the control groupreceived traditional method for teaching reading comprehension. Prior to starting the experiment, the learnersin the three groups were given a reading comprehension pretest. Then, the instruction lasted eight sessions.However, the control group was taught via conventional method for teaching reading comprehension.Finally, the posttest was conducted to find out the efficacy of the instructions. The results were analyzedbased on ANCOVA. The findings showed that both types of instruction had a positively significant effect onlearners’ reading comprehension development and showed that feedback is particularly effective. The resultsalso indicated that both instructions had nearly the same effect on EFL learners’ knowledge-of-responsefeedback. Finally, the theoretical and pedagogical implications of the study are presented.

کلیدواژه ها:

Reading comprehension ، Feedback ، meta cognitive theory ، metalinguistics