This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativi...

Abstract Genre-based approach has been the focus of interest in the teaching of language since the mid1980s. Genre is defined in terms of the use of language in conventionalized communicative settings. The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian Pre-intermediate EFL leaners' reading comprehension as well as the interaction between their reading...

Vocabulary knowledge plays a very important role in reading tests and reading research has consistently found a word knowledge factor on which vocabulary tests load highly. Tests of vocabulary are highly predictive of performance on tests of reading comprehension. The present paper intends to review in detail the relationships between the breadth and depth of vocabulary knowledge and EFL readin...

<p>Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL in a public university Jambi, Indonesia. The participants were 78 learners who registered academic year 2020-2021. data collected through administering set adapted test calculated based on indicator scoring system criteria. These classified into each ...

Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to ...

This study was an attempt to investigate the comparative impact of two types of teaching approaches, namely content-based (CBI) and task-based (TBLT) instruction on the reading comprehension of Iranian EFL learners. For this purpose, sixty intermediate students from a pool of eighty five students studying at a private language school were chosen using a piloted PET. The students were then rando...

When students in Taiwan enter into higher education, the reading demands placed upon them often lead them to select ineffective and inefficient strategies with little strategic intent. To investigate how reading strategy use affects the development of Taiwanese EFL learners’ reading comprehension, the aim of this study was to investigate the relationship and differences of four reading strategy...

This study aimed to investigate the effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFL learners’ reading comprehension ability. The question this study tried to answer is if pre-teaching new vocabulary items via audio-visuals have any effect on Iranian EFL learners’ reading comprehension ability. To find the answer to the question, 30 intermediate level stu...

AbstractIn the present study, attempt has been made to examine the effectiveness of peer and teacher scaffolding in reading comprehension of intermediate EFL students in symmetrical and asymmetrical groups. To do so, sixty intermediate students were purposively selected out of 150 intermediate students in Hamadan Islamic Azad University and Kish Language Institute in Hamadan. They were divided ...

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 we...