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Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners [<Journal>]
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DNB Subject Category Language
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English for research publication purposes: The case of scholarly peer review comments
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 32, 2016, pags. 153-178 (2016)
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Influencing EFL Learners' Reading Comprehension and Self-efficacy Beliefs: The Effect of Concept Mapping Strategy
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 17, 2012, pags. 9-28 (2012)
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Abstract:
This study aims to investigate the influence of concept mapping on reading comprehension and self-efficacy of intermediate EFL students in Iran. To fulfill the aims of the study, 60 participants (21 males and 39 females) were selected. Their age ranged between 19 and 23. A randomized pre-test post-test control group design with a concept mapping group and a traditional method group was employed. Prior to the treatment, both the concept mapping group and the traditional method group were administered pre-tests in reading comprehension and self-efficacy. Eight items in the Motivated Strategies for Learning Questionnaire MSLQ which measure self-efficacy were applied to measure students' self-efficacy beliefs. The duration of training was ten weeks. At the conclusion of the training, all participants again completed the achievement test as well as self-efficacy scale. After controlling the effects of pre-test scores, results of ANCOVA revealed that students in the concept mapping group showed greater achievement in reading comprehension and self-efficacy than students in the traditional method strategy group. The findings of this study could have some implications for teaching reading comprehension to EFL students. ; Este estudio tuvo como objetivo investigar la influencia de los mapas conceptuales en la comprensión de la lectura y en la autoeficacia de estudiantes de inglés de nivel intermedio en Irán. Para cumplir los objetivos del estudio, se seleccionaron 60 participantes (21 hombres y 39 mujeres). La edad osciló entre 19 y 23 años. Se realizó un estudio aleatorizado pre-post con grupo de control, con un grupo de mapas conceptuales y un grupo de métodos tradicionales. Antes del tratamiento, se administraron las pruebas previas de comprensión lectora y de autoeficacia tanto en el grupo de mapas conceptuales como en el de métodos tradicionales. Ocho ítems del Cuestionario de Estrategias de Aprendizaje y Motivación MSLQ que miden la autoeficacia se aplicaron para medir las creencias de los estudiantes sobre autoeficacia. La duración de la instrucción fue de diez semanas. Al término del entrenamiento, todos los participantes completaron el nuevo test de rendimiento, así como la escala de autoeficacia. Después de controlar los efectos de los resultados de los pretests, los resultados del ANCOVA revelaron que los estudiantes en el grupo de mapas conceptuales mostró mayor logro en comprensión lectora y en autoeficacia que los alumnos en el grupo en el que se aplicó un método tradicional. Los resultados de este estudio podrían tener algunas implicaciones para la enseñanza de la comprensión lectora de estudiantes de inglés.
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Keyword:
comprensión lectora; Concept mapping; creencias de autoeficacia; estudiantes iraníes de inglés como lengua extranjera; Iranian EFL learners; Mapas conceptuales; Reading comprehension; Self-efficacy beliefs
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=4588079
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Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction
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In: English Language Teaching; Vol 5, No 1 (2012); p166 (2011)
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A Case Study Of Reactive Focus On Form Through Negotiation On Spoken Errors: Does It Work For All Learners? ...
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A Case Study Of Reactive Focus On Form Through Negotiation On Spoken Errors: Does It Work For All Learners? ...
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Teaching Vocabulary in EFL Classrooms: A Tried-Out Technique
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In: English Language Teaching; Vol 3, No 3 (2010); P158 (2010)
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The Noticing Function of Output in Acquisition of Rhetorical Structure of Contrast Paragraphs of Iranian EFL University Students
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In: Linguistik Online, Vol 34, Iss 2, Pp 59-74 (2008) (2008)
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The Noticing Function of Output in Acquisition of Rhetorical Structure of Contrast Paragraphs of Iranian EFL University Students
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In: Linguistik Online; Bd. 34 Nr. 2 (2008) ; Linguistik Online; Vol. 34 No. 2 (2008) ; 1615-3014 (2008)
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