Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance
The present study was an attempt to examine the effect of the degree of contextualization on reading and listening comprehension tests. In other words, it was intended to check the performance of the learners providing with high contextualized input compared to those who received low contextualized...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2016-01-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | http://jmrels.journals.ikiu.ac.ir/article_805_6a2de5335003d021cdc00910b38ec819.pdf |
| _version_ | 1811281828354457600 |
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| author | Farzad Jarideh Ali Asghar Kargar |
| author_facet | Farzad Jarideh Ali Asghar Kargar |
| author_sort | Farzad Jarideh |
| collection | DOAJ |
| description | The present study was an attempt to examine the effect of the degree of contextualization on reading and listening comprehension tests. In other words, it was intended to check the performance of the learners providing with high contextualized input compared to those who received low contextualized input. In doing so, 36 intermediate learners from an English Language Institute, participated in this study. Following that, two kinds of reading comprehension tests, more contextualized and less contextualized, and two kinds of listening comprehension tests, more contextualized and less contextualized, were designed. The data collected from the participants were analyzed by using t-test analysis. Findings revealed that there was a significant difference between the mean score of more contextualized input and less contextualized input in both reading and listening comprehension tests. However, the results of the present study showed that contextualization seemed not to have any significant effect on the reading and listening. It was concluded that both learners' proficiency level and degree of contextualization should be considered when designing listening and reading comprehension tests.
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| first_indexed | 2024-04-13T01:40:38Z |
| format | Article |
| id | doaj.art-3e09d8cb7f7d41b0aaabd9b70023af2e |
| institution | Directory Open Access Journal |
| issn | 2676-5357 2676-5357 |
| language | English |
| last_indexed | 2024-04-13T01:40:38Z |
| publishDate | 2016-01-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-3e09d8cb7f7d41b0aaabd9b70023af2e2022-12-22T03:08:11ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572676-53572016-01-01243311805Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests PerformanceFarzad Jarideh0Ali Asghar Kargar1MA, Department of English, Abadeh Branch, Islamic Azad UniversityPhD, Department of English, Abadeh Branch, Islamic Azad UniversityThe present study was an attempt to examine the effect of the degree of contextualization on reading and listening comprehension tests. In other words, it was intended to check the performance of the learners providing with high contextualized input compared to those who received low contextualized input. In doing so, 36 intermediate learners from an English Language Institute, participated in this study. Following that, two kinds of reading comprehension tests, more contextualized and less contextualized, and two kinds of listening comprehension tests, more contextualized and less contextualized, were designed. The data collected from the participants were analyzed by using t-test analysis. Findings revealed that there was a significant difference between the mean score of more contextualized input and less contextualized input in both reading and listening comprehension tests. However, the results of the present study showed that contextualization seemed not to have any significant effect on the reading and listening. It was concluded that both learners' proficiency level and degree of contextualization should be considered when designing listening and reading comprehension tests. <strong> </strong>http://jmrels.journals.ikiu.ac.ir/article_805_6a2de5335003d021cdc00910b38ec819.pdfcontextualizationlistening comprehensionreading comprehension |
| spellingShingle | Farzad Jarideh Ali Asghar Kargar Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance Journal of Modern Research in English Language Studies contextualization listening comprehension reading comprehension |
| title | Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance |
| title_full | Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance |
| title_fullStr | Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance |
| title_full_unstemmed | Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance |
| title_short | Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance |
| title_sort | investigating the impact of the degree of contextualization on iranian intermediate efl learners reading and listening tests performance |
| topic | contextualization listening comprehension reading comprehension |
| url | http://jmrels.journals.ikiu.ac.ir/article_805_6a2de5335003d021cdc00910b38ec819.pdf |
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