Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension
In this study two modes ofreading (CAR and traditional print mode) were compared in regards to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Traditional, and Control. Based on the English proficiency scores each class wa...
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| Format: | Article |
| Language: | fas |
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Allameh Tabataba'i University Press
2007-08-01
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| Series: | Matn/Pizhūhī-i Adabī |
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| Online Access: | https://ltr.atu.ac.ir/article_6402_e463a9fef8de3612776eb9c6336378ca.pdf |
| _version_ | 1797376105424879616 |
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| author | sedigheh vahdat |
| author_facet | sedigheh vahdat |
| author_sort | sedigheh vahdat |
| collection | DOAJ |
| description | In this study two modes ofreading (CAR and traditional print mode) were compared in regards to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Traditional, and Control. Based on the English proficiency scores each class was divided into two groups (high and low levels of proficiency). Three classes were taught by the same teacher and covered the same materials in their weekly four-hour reading lesson over one semester. From the three classes only CAR and Traditional groups received reading strategies instruction. This study also investigated the effect of gender and role of the teacher in CAR class. The data came from English proficiency test, reading comprehension test (pre-test), questionnaire, reading comprehension test (posttest), observation, and students' emails. The results indicated that strategy instruction had an impact on reading comprehension. In other words, CAR and traditional mode evoked better reading comprehension than the control group and Car resulted in better performance when compared to the traditional mode. Interestingly, EFL students with a higher proficiency level showed a significantly higher level of reading comprehension of the text when compared with those students with a lower proficiency level. Regarding the gender the findings indicated that gender played no significant role in CAR class. Finally, based on the observation and students emails the researcher concluded that the nature of the EFL teacher's role changed in CAR class when compared with the traditional class. |
| first_indexed | 2024-03-08T19:33:53Z |
| format | Article |
| id | doaj.art-e1fda39a4d4f4299921da8fe78ca418f |
| institution | Directory Open Access Journal |
| issn | 2251-7138 2476-6186 |
| language | fas |
| last_indexed | 2024-03-08T19:33:53Z |
| publishDate | 2007-08-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Matn/Pizhūhī-i Adabī |
| spelling | doaj.art-e1fda39a4d4f4299921da8fe78ca418f2023-12-26T07:37:09ZfasAllameh Tabataba'i University PressMatn/Pizhūhī-i Adabī2251-71382476-61862007-08-01113212914610.22054/ltr.2007.64026402Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehensionsedigheh vahdat0هیئت علمی دانشگاه علامه طباطباییIn this study two modes ofreading (CAR and traditional print mode) were compared in regards to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Traditional, and Control. Based on the English proficiency scores each class was divided into two groups (high and low levels of proficiency). Three classes were taught by the same teacher and covered the same materials in their weekly four-hour reading lesson over one semester. From the three classes only CAR and Traditional groups received reading strategies instruction. This study also investigated the effect of gender and role of the teacher in CAR class. The data came from English proficiency test, reading comprehension test (pre-test), questionnaire, reading comprehension test (posttest), observation, and students' emails. The results indicated that strategy instruction had an impact on reading comprehension. In other words, CAR and traditional mode evoked better reading comprehension than the control group and Car resulted in better performance when compared to the traditional mode. Interestingly, EFL students with a higher proficiency level showed a significantly higher level of reading comprehension of the text when compared with those students with a lower proficiency level. Regarding the gender the findings indicated that gender played no significant role in CAR class. Finally, based on the observation and students emails the researcher concluded that the nature of the EFL teacher's role changed in CAR class when compared with the traditional class.https://ltr.atu.ac.ir/article_6402_e463a9fef8de3612776eb9c6336378ca.pdfcomputer assisted readingtraditional print format |
| spellingShingle | sedigheh vahdat Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension Matn/Pizhūhī-i Adabī computer assisted reading traditional print format |
| title | Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension |
| title_full | Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension |
| title_fullStr | Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension |
| title_full_unstemmed | Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension |
| title_short | Computer Assisted Reading (CAR) versus Traditional Print Format in EFL Academic Reading Comprehension |
| title_sort | computer assisted reading car versus traditional print format in efl academic reading comprehension |
| topic | computer assisted reading traditional print format |
| url | https://ltr.atu.ac.ir/article_6402_e463a9fef8de3612776eb9c6336378ca.pdf |
| work_keys_str_mv | AT sedighehvahdat computerassistedreadingcarversustraditionalprintformatineflacademicreadingcomprehension |