Empowering Iranian EFL Learners Reading Comprehension Using the Tenets of Genre Analysis.pdfIOSR Journal of Research & Method in Education (2016)
This study was an attempt to compare genre-based approach to teaching reading with traditional approaches. To this end, 80 female EFL learners were selected through administering the Oxford Quick Placement Test (OQPT).The participants were randomly assigned to an experimental group and a control group. A reading pretest was administered to the whole population as the pretest. Ten reading passages were taught using the tenets of genre based instruction, while the same reading passages were taught to the participants in the control group traditionally. After 10 sessions of instruction when all the passages were taught, the participants sat for a posttest. The research hypothesis according to which using genre-based approach to teaching reading comprehension does not significantly improve reading ability of Iranian EFL learners was rejected at 0.05 level of significance. The outcome of this study can be used by English language teachers to consider the importance of a genre-based instruction.
- Genre-Based Instruction (GBI),
- Reading comprehension,
- Iranian EFL learners,
- Genre analysis
Citation InformationHadi Salehi. "Empowering Iranian EFL Learners Reading Comprehension Using the Tenets of Genre Analysis.pdf" IOSR Journal of Research & Method in Education (2016)
Available at: http://works.bepress.com/hadi_salehi/21/