A Mixed-Methods Study into the Discipline-Specific Effect of Critical EAP on Reading Comprehension

Tahereh Movahhedi; Amir Sarkeshikian; Mohammad Golshan

Articles in Press, Accepted Manuscript, Available Online from 26 April 2024

https://doi.org/10.30479/jmrels.2024.19950.2326

Abstract
  Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university ...  Read More

Improving EFL Learners’ Reading Comprehension Through Raising Metacultural Competence: Comparing Teacher- Generated and Teacher/Learner-Generated Materials

Hamid Marashi; Atefeh Moradian

Volume 11, Issue 4 , August 2024, , Pages 149-169

https://doi.org/10.30479/jmrels.2024.19605.2294

Abstract
  This study aimed to investigate the effect of teaching metacultural competence through two modes of teacher-generated and teacher/learner-generated materials on English-as-a-foreign-language learners’ reading comprehension. To this end, 60 male and female upper-intermediate EFL learners studying ...  Read More

Exploring the Effectiveness of Pre- and Post-Reading Activities on the Development of Reading Motivation and Self-Regulation as Essentials for Reading Comprehension

Parviz Ajideh; Mohammad - Zohrabi; Behnaz Khojand

Volume 11, Issue 3 , June 2024, , Pages 25-49

https://doi.org/10.30479/jmrels.2024.19503.2277

Abstract
  Reading skill entails the employment of specific skills and strategies. The use of post-reading and pre-reading activities, considering the importance of individual differences of the learners, have been reported to be successful techniques in improving reading comprehension. Thus, the objective of the ...  Read More

On the Effect of Diagnostic Self-, and Peer- assessment on Reading Comprehension: Examining EFL Learners’ Diagnostic Rating Accuracy across Various Genres

Masoome Azmoode Sis Abad; Gholam-Reza Kiyani; Gholam-Reza Abbasian

Volume 11, Issue 2 , April 2024, , Pages 177-202

https://doi.org/10.30479/jmrels.2023.18703.2204

Abstract
  The present research responds to the call for implementing diagnostic assessment through learner involvement. This study followed two aims: first, examining the distinctive effects of diagnostic self- and peer - assessments on EFL learners’ reading comprehension; second, exploring students’ ...  Read More

The Impact of Peer Corrective Feedback on Extroverted and Introverted Iranian Elementary L2 Learners’ Reading Comprehension

Afshin Mansouri Qadikolaei; Amir Marzban

Volume 10, Issue 4 , October 2023, , Pages 87-111

https://doi.org/10.30479/jmrels.2023.17541.2095

Abstract
  There seems to be a link between the type of corrective feedback students receive in the classroom and their personality styles. The current study investigated the effect of peer corrective feedback on the reading comprehension of extroverted and introverted Iranian elementary L2 learners. At first, ...  Read More

Collaborative Assessment in Reading Class: Skill Development and Students’ Reliance Reduction

Amir Rakhshan; Sajjad Fathi

Volume 10, Issue 2 , April 2023, , Pages 27-44

https://doi.org/10.30479/jmrels.2022.17447.2089

Abstract
  Competitive and individualistic approaches are the more predominant manners of classroom practice. The alternative approach for competition and individualism is the cooperative or collaborative teaching approach that has drawn significant attention in the TEFL field in recent years. This study intends ...  Read More

Examining the Effects of Raising Text Structure Awareness in Computer-Based Instruction through Moviemaker and Mind mapping software on EFL learners’ Reading Comprehension

Zahra Ghorbani Shemshadsara; Touran Ahour; Nasrin Hadidi Tamjid

Volume 9, Issue 4 , October 2022, , Pages 51-74

https://doi.org/10.30479/jmrels.2022.16229.1966

Abstract
  Effective teaching of reading comprehension has been a great concern for language teachers, leading to the emergence of strategies in developing students’ reading skill. This study examined the effects of raising text structure awareness (TSA) through face-to-face and computer-based reading instruction ...  Read More

The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners

Marzieh Mehri Ghahfarokhi; Mansoor Tavakoli

Volume 7, Issue 3 , July 2020, , Pages 45-69

https://doi.org/10.30479/jmrels.2020.11739.1459

Abstract
  Abstract The present study aimed at investigating the efficacy of the implementation of technology-mediated reading comprehension tasks to develop learner autonomy and metacognitive strategy use of Iranian intermediate EFL learners in a reading comprehension class. To this end, a quasi-experimental design ...  Read More

The Effect of Diagnostic Assessment on EFL Learners’ Performance on Selective and Productive Reading Tasks

Fateme Nikmard; Kobra Tavassoli

Volume 7, Issue 1 , February 2020, , Pages 79-104

https://doi.org/10.30479/jmrels.2019.11562.1437

Abstract
  The main purpose of diagnostic assessment is to predict test-takers’ strengths and weaknesses and use the information to provide suitable feedback to them (Jang & Wagner, 2014). Accordingly, the present study focused on investigating the effect of diagnostic assessment on selective and productive ...  Read More

An Investigation into Item Types and Text Types of Reading Comprehension Section of Iranian PhD Entrance Exams Using G-theory

Masoumeh Ahmadi Shirazi; Seyyed Mohammad Alavi; Hossein Salarian

Volume 6, Issue 1 , February 2019, , Pages 29-1

https://doi.org/10.30479/jmrels.2019.10591.1326

Abstract
  This study investigates some problems of PhD applicants in their entrance exams in the case of answering the reading comprehension questions. To this end, the researchers considered the item types and text types as main effects and their interaction effect using generalizability theory for examining ...  Read More

Exploring Metacognitive Strategies in Reading Academic Texts Among More and Less Proficient EFL University Students

Ali Roohani; Raheleh Sabzeali,; Azizullah Mirzaei

Volume 4, Issue 4 , October 2017, , Pages 142-123

https://doi.org/10.30479/elt.2017.1033

Abstract
  Research has showed a positive relationship between metacognitive knowledge and success in reading comprehension. Thus, it is important to be aware of metacognitive strategy use in reading comprehension. This study was intended to explore metacognitive strategies in reading academic texts among more ...  Read More

Self-Regulated Learning Strategies as Predictors of Reading Comprehension

Abbas Ali Zarei; Rajab Esfandiari; Azam Akbari

Volume 3, Issue 2 , May 2016, , Pages 34-21

Abstract
  The present study was conducted to investigate the relationship between self-regulated learning strategies and reading comprehension of Iranian EFL learners. The participants of the study were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University in Qazvin and ...  Read More

Investigating the Impact of the Degree of Contextualization on Iranian Intermediate EFL Learners’ Reading and Listening Tests Performance

Farzad Jarideh; Ali Asghar Kargar

Volume 2, Issue 4 , November 2015, , Pages 33-11

Abstract
    The present study was an attempt to examine the effect of the degree of contextualization on reading and listening comprehension tests. In other words, it was intended to check the performance of the learners providing with high contextualized input compared to those who received low contextualized ...  Read More

Analyzing Cognitive Processes and Multiple Intelligences in the Top-Notch Textbooks

Ali Roohani

Volume 2, Issue 3 , August 2015, , Pages 65-39

Abstract
  Reading comprehension and critical thinking are basic skills for second/foreign language learners that should be developed during higher education. A critical thinking-based instruction can engage the cognitive processes which may improve language learners’ reading comprehension and critical thinking. ...  Read More

The Effects of Using K.W.L Chart on Iranian High School Learners’ Reading Comprehension

Fariba Taheri; zohre mohamadi

Volume 2, Issue 2 , March 2015, , Pages 63-75

Abstract
  This study aims to determine the effectiveness of K.W.L (what I know, what I want to know, and what I have learned) chart on the performance of Iranian high school students in reading comprehension. To achieve this aim, a sample was selected from a private high school. The participants were 80 intermediate ...  Read More

Reading Comprehension Passages of Iranian General English Books and MA Reading Comprehension Tests: A Corpus Analysis

Seyyed Bagher Mirshojaee; Rahman Sahragard

Volume 2, Issue 2 , March 2015, , Pages 77-98

Abstract
  This is a corpus study aimed to compare six Iranian general English university textbook’s reading comprehension passages and the passages of reading comprehension section of MA exams from 2010 to 2014. The study used three reading related factors to make the comparison: vocabulary coverage, syntactic ...  Read More