The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Kadkhodaee Shawnem; HADIDI TAMJID NASRIN

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2015 | Volume:8 | Issue:16 Page(s): 94-109

Download Full-Text

Persian Verion

View:

694

Download:

127

Cites:

Information Journal Paper

Title

The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension

Author(s)

Kadkhodaee Shawnem | HADIDI TAMJID NASRIN | Issue Writer Certificate

Keywords

Reading ComprehensionQ2

Question-Generation StrategyQ2

Abstract

Reading Comprehension is one of the most important skills, especially in the EFL context. One way to improve Reading Comprehension is through strategy use. The present study aimed at investigating the effect of Question-Generation Strategy on learners' Reading Comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET) as the pre-and post-tests. The students in the experimental group A generated text-based Reading Comprehension questions individually, and in the experimental group B in groups of three but the learners in the control group answered the Reading Comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual-question generation strategy and the control group in the Reading Comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.

Cites

No record.

References

No record.

Cite

APA: Copy

Kadkhodaee, Shawnem, & HADIDI TAMJID, NASRIN. (2015). The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 8(16 ), 94-109. SID. https://sid.ir/paper/181371/en

Vancouver: Copy

Kadkhodaee Shawnem, HADIDI TAMJID NASRIN. The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2015;8(16 ):94-109. Available from: https://sid.ir/paper/181371/en

IEEE: Copy

Shawnem Kadkhodaee, and NASRIN HADIDI TAMJID, “The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 8, no. 16 , pp. 94–109, 2015, [Online]. Available: https://sid.ir/paper/181371/en

Related Journal Papers