The Effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development

Abstract

The main aim of the study was to investigate the effect of question-generation strategy on Iranian EFL third grade high school students' ability in reading comprehension passages via multiple-choice question .In this research, the total number of one hundred and twenty male and female students participated. For homogeneity of the students, a proficiency test including a multiple-choice reading comprehension test (Hill, 1980) was ascertained in the twenty selected questions. Eight multiple-choice reading comprehension passages (Hill, 1980) used based on the target of pre-test and post-test in the forty selected questions. In this research, the students were divided into two experimental groups; each group consisting of 30 homogeneous students (i.e., EMG as Experimental Male Group and EFG as Experimental Female Group) and two control groups (i.e., CMG as Control Male Group and CFG as Control Female Group). In the treatment time, the two experimental groups of the students were instructed for 10 weeks. Outcome of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school learners' in reading comprehension passages.

The Impact of Students Team Achievement Divisions (STAD) on Iranian EFL Learners' Listening Comprehension

“…Khansir, and Gholami (2014) argued that English language in Iran is taught as a foreign language from middle (Guidance) school. However, it was introduced as a subject from middle school; the Iranian learners accepted it as foreign language to pass in their examination.…”

Investigating the Effects of Students’ Speaking Question-Generation on Self-efficacy and Anxiety in the EFL Classroom

“…However, asking all the students to respond to teachers' verbal questioning would not be an easy task to the teachers. In many studies, student questiongeneration (SQG) would be an effective tool to engage all the students in learning in terms of student-centered activities ( (Khansir, &Dashti, 2014), little research investigated its effects on listening and speaking skills in EFL field. Therefore, in this study, the researcher investigated students' perspectives and attitudes toward SQG and the effects of applying SQG to improve students' listening and speaking skills.…”

The Impact of Extensive Reading on Grammatical Mastery of Iranian EFL Learner

“…He added that" the process of reading involves extracting three levels of meaning from the printed patterns: 1) Lexical meaning, that is the semantic content of the words or group of words; 2) Structural meaning which we derive from interrelationships among words or from the order of words; 3) Social -cultural meaning, that is the evaluation that native speakers of the language attach to the words or group of words. Linse (2005) mentioned that "reading is one of the language skills that involve making sense and deriving meaning from the printed word (cited in Khansir and Gholami Dashti, 2014). Birjandi et al (2006, p 211) argued that "reading is a basic skill through which students at a higher level can learn to read great quantities of authentic materials and to read for communication".…”

“…Although there are different factors that may contribute to problems related to learning grammatical rules, using an suitable strategy of reading practice may have some effects on improving the grammatical activities of the students and making the practices more attractive to the students. Khansir and Gholami Dashti, (2014) argued that the role of reading comprehension among Iranian students is very important and they feel that need more information about it in order to get knowledge of English Language for using it in their real life situation. However, reading comprehension passages are considered as an important method in foreign language setting, especially in Iran".…”