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Record identifier : 564666
Personal Name - Primary Intelectual Responsibility : Vahdat, Sedigheh
Title and statement of responsibility : Computer Assisted Reading (CAR) Versus Traditional Print Format in EFL Academic Reading Comprehension [Thesis]/وحدت، صدیقه;supervisor: Parviz Birjandi;advisor: Mansour Fahim
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Allame Tabatabaلإi University Faculty of Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: مقایسه استفاده از کامپیوتر در درس خواندن و درک مفاهیم با شیوه‌ی سنتی این درس می باشد. گروهی متشکل از ۰۲۱ دانشجوی رشته‌ی زبان انگلیسی به سه کلاس: خواندن با استفاده از کامپیوتر، خواندن با استفاده از کتاب و ام‌وزش استراتژی و شاهد تقسیم شدند. نتایج نشان داد که آموزش استراتژی ها د رخواندن و درک مفاهیم تاثیر به سزایی دارد. به عبارت دیگر روش خواندن با استفاده از کامپیوتر و خواندن با استفاده از کتاب و آموزش استراتژی در مقایسه با گروه شاهد نتایج بهتری را به همراه داشت
: In this study two modes of reading instruction were compared with regard to their effectiveness for L2 reading comprehension. A population of 120 English major students was divided into three groups: Computer Assisted Reading (CAR), Print reading format, and the Control. Based on the English proficiency scores, each group was divided into two subgroups (high and low). The three classes were taught by the researcher 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 strategy instruction. This study also investigated the effect of gender and the role of teacher in CAR class. The data came from the English proficiency test, reading comprehension test (pre-test), questionnaire, reading comprehension test (posttest), observation, and studentsب emails. The results indicated that strategy instruction had a significant impact on reading comprehension. In other words, CAR and Print reading modes evoked more effective reading comprehension than the traditional mode, while CAR resulted in higher performance when compared to the Print reading mode. Interestingly, EFL students with a higher English proficiency level showed a significantly higher level of reading comprehension of the text when compared with those with a lower English proficiency level. The findings indicated that gender played no significant role in CAR class. Finally, based on the observation and studentsب emails, the researcher concluded that the nature of the EFL teacherبs role changed in CAR class when compared with the traditional class..
Topical Name Used as Subject : CAR
: CALL
: CAI
: EFL
: ESL
Information of biblio record : TL
 
 
 
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