Roya Vahdat
Abstract
In this study two modes of reading (CAR and Print reading mode) were compared with regard to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Print reading, and Control. Based on the English proficiency scores each class was ...
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In this study two modes of reading (CAR and Print reading mode) were compared with regard to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Print reading, 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 Print reading groups received reading strategies instruction. This study also investigated the effect of gender and the role of 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 Print reading mode evoked better reading comprehension than the control group and CAR resulted in better performance when compared to the Print reading 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 print reading and traditional classes.
