Document Type : Research Articles


1 MA in ELT, Karaj Branch, Islamic Azad University, Karaj, Iran

2 Associate Professor, English Translation Department, Karaj Branch, Islamic Azad University, Karaj, Iran



This study used a pretest-posttest quasi-experimental designto find out the effect of teacher-directed and collaborative reading on Iranian EFL learners' receptive skills.To start, 40 EFL intermediate female students within the age range of 15-17 were selected out of an initial 53 students, based on their performance in an OPT. Then, they were assigned into two groups of teacher-directed and collaborative reading.Both groups took a pretest at the beginning of the studyto measure their receptive skills' ability and a post-testin the endto check the amount of the effectiveness of the treatments applied.Collaborative group benefitted fromCollaborative Strategy Reading (CSR) consisting of preview, click and clunk,get the gist,and wrap up was introduced.In teacher-directed, on the other hand, direct explanation, modeling, and guided practice were used to teach the students how to use the strategies independently.Analysis of the data and the findings revealed that both teacher-directed and collaborative reading affected the learners' performance significantly. Moreover, collaborative reading was proved to be asignificantly better technique. Teachers, EFL learners, materials developers, and syllabus designers can be the beneficiaries of this inquiry's outcomes.


Main Subjects

Article Title [فارسی]

تاثیر مقایسه ای خوانش معلم محور و تعاملی بر مهارتهای شنیداری و خواندن

Authors [فارسی]

  • انسیه نیک نهاد 1
  • دکتر زهره محمدی زنوزق 2

1 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرج، کرج، ایران

2 دانشیار گروه مترجمی زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد کرج، کرج، ایران

Abstract [فارسی]

هدف اصلی تحقیق حاضر بررسی مقایسه تاثیر روش سنتی تدریس درک مطلب خواندن توسط معلم و تدریس درک مطلب به روش همکاری و همفکری زبان آموزان بر درک مطلب شنیداری بوده است. بدین منظور 40 زبان آموز دختر با دانش زبانی متوسط که بین 15 تا 17 سال سن داشته و در آموزشگاه زبان انگلیسی در کرج تحصیل می کردند انتخاب شدند. بدین منظور، در ابتدای تحقیق از یک آزمون تعیین سطح استفاده شد و پس از انتخاب
شرکت کنندگان در تحقیق، آن ها به دو گروه تقسیم شدند: یک گروه روش سنتی تدریس درک مطلب خواندن توسط معلم و گروه دیگر تدریس درک مطلب به روش همکاری و همفکری زبان آموزان. در هر دو گروه یک پیش آزمون و یک پس آزمون درک مطلب شنیداری و خواندن از شرکت کنندگان گرفته شد تا بتوان میزان پیشرفت زبان آموزان را سنجید. در انتها برای بررسی عملکرد دو گروه و پاسخ به سوالات تحقیق، از تحلیل واریانس دوسویه
ی سنجش مکرر و همچنین تحلیل واریانس چندسویه ی سنجش مکرر استفاده شد. مهمترین یافته ی این تحقیق این است که دو نوع روش تدریس تاثیر قابل توجهی در بهبود عملکرد زبان آموزان در مهارت های شنیداری و خواندن داشتند. لازم به ذکر است که میزان تفاوت تاثیری که دو تدریس بر عملکرد زبان آموزان داشتند قابل ملاحظه بود، یعنی تدریس درک مطلب به روش همکاری و همفکری زبان آموزان تاثیر بیشتری بر عملکرد دانش آموزان داشت.

Keywords [فارسی]

  • خواندن معلم محور
  • خواندن تعاملی
  • مهارت های خواندن و شنیدن
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