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Multiple Choice reading comprehension Tests and English as a Foreign Language （EFL） Learners Answering strategies

Sino-US English Teaching 2015年第6期12卷 410-423页

作者： Kaivan Parhoodeh Mahmoud Rostamy Abolfazl Mehry Islamic Azad University Gillan-e-Gharb center Gillan-e-Gharb Iran Khatam AI Anbia University Tehran lran Islamic Azad University Takestan Branch Takestan Iran

As far as we are concemed, one of the elements of assessing EFL/ESL （English as a Foreign Language/English as a Second Language） learners＇ language proficiency in institutions and universities in our country ＂lran＂ are multiple-choice reading comprehension tests. We also know that, it comprises one major section of the standard and TOEFL （Test of English as a Foreign Language） tests. Taking into account its importance and the problems which EFL learners have answered them, I get motivated to uncover some of the test-taking strategies which they employ to answer multiple-choice reading comprehension questions when dealing with familiar versus unfamiliar topics. To get a better conclusion, I choose 20 advanced male and female candidates whose English proficiency is at an acceptable level and at least at the same age level, and they major in English language from different colleges and universities. They are given two reading comprehension passages （familiar and unfamiliar）, each one with five final questions and allotted time to answer the questions. Two main instruments in this study are a retrospective think-aloud protocol and a semi-structured interview. The results of the reading comprehension tests and interview part revealed that advanced learners＇ high scores in the familiar topic were not because of their strategy use but because of their high linguistic and background knowledge on the topic. I also concluded that the number, kind, and sequence of strategies employed, were greatly dependent on the degree of testees＇ familiarity on the topic. In other words, test-takers used more strategies to compensate for their lack of linguistic knowledge.

关键词： test-taking strategies reading comprehension strategies multiple-choice items topic familiarity

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Graphic Organizers and reading comprehension Ability： Evidence From Iranian EFL University Students

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Sino-US English Teaching 2013年第5期10卷 358-365页

作者： Reza Biria Mohammad Mahdi Sharifi Khorasgan Branch Islamic Azad University Isfahan Iran

The present study investigated the impact from GOs （Graphic Organizers） upon reading comprehension ability. To this end, an OPT （Oxford Placement Test） was administered to a research population （N = 354） in order to homogenize it. On the basis of the test results, the population was sorted into three groups of reading-low, reading-mid, and reading-high students. Sixty participants with the lowest level of reading comprehension proficiency were randomly selected and assigned to an EG （Experimental Group）（N = 30） and a CG （Control Group）（N = 30）. Afterwards, a TOEFL （Test of English as a Foreign Language） reading comprehension pretest was administered to both groups in order to determine their current level of reading proficiency. Then, the EG received 10 successive 90-minute sessions on GOs as post-reading strategies for expository text comprehension, while the CG received the same amount of treatment on other post-reading strategies. In the end, another TOEFL reading comprehension posttest was administered to the research groups to measure their reading comprehension performance level after the treatment. The results revealed that GOs were statistically more significant and effective for the low-skilled readers than other post-reading strategies.

关键词： GOs (graphic organizers) text structure reading comprehension strategies expository text readingcomprehension ability

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The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ reading Practices in Mafraq

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Sino-US English Teaching 2016年第1期13卷 40-58页

作者： Fawwaz Al-Abed AI-Haq Asma Ahmed Alimoush Yarmouk University Irbid Jordan Tabuk University Tabuk Saudi Arabia

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

关键词： teacher training programs reflective model reading comprehension practices English reading skills reading comprehension strategies received and experiential knowledge

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