The purpose of this study was to investigate the impact of 2 concept map (CM) learning strategies on Iranian EFL learners’ reading comprehension ability and learner autonomy. To this end, 60 Iranian EFL learners at the preintermediate level of language proficiency were randomly assigned to 2 groups. Both groups received an 8-week instruction: one through teacher-constructed and the other throug...

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...

the present study aims at investigating the effect of different levels of lexical collocational density on efl learners’ reading comprehension. eighty sophomore students with different levels of proficiency studying at  zand institute of higher education in shiraz, iran were chosen from among eighty five learners based on their score distribution on a reduced toefl test constructed by education...

Language proficiency scales (LPS) are widely used in testing and assessment. Research on how to apply LPS guiding learning, especially terms of goal setting, is limited. Goals based can guide students’ diagnose their problems, provide a benchmark for achievement Mixed methods were investigate the effect setting reading experience new approach. China’s Standard English Proficiency Scales (CSE)-b...

This paper aims to introduce students to a new problem-solving method in reading comprehension through analyzing the feasibility of using the lexical cohesion theory based on Systemic Functional Linguistics. For this purpose, an empirical research was carried out to some Chinese college students. Research shows that the lexical cohesion theory can help improve students’ reading speed and accura...

Talker identification is heightened for native compared to non-native talkers, suggesting that language comprehension influences talker recognition. Research has revealed a gradient effect of language experience on talker recognition; adults with reading disability show poor talker identification even in their native language. We examined whether this gradient would be observed among adults wit...

By the time children leave primary school there is a large socio-economic gap in their reading proficiency. There are a number of potential explanations for this socio-economic gap and in this paper we investigate the role of three particular genes and geneenvironment interactions in determining children’s reading skills, using the Avon Longitudinal Study of Parents and Children (ALSPAC) datase...

The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading inter...

For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners’ overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges took the Group Embedded Figures Test (GEFT). Th...

Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robu...