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 ...
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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 students as their proficiency was measured using PET (Preliminary English Test). The participants were divided into two groups: an experimental group and a control group. The students in the experimental group were taught reading comprehension with the K.W.L strategy, while the control group was taught with a conventional reading and comprehension check strategy. To collect the data, pre and post reading comprehension tests were administered. Data were analyzed using a series of t-test. The findings indicate that the experimental group scored higher on the reading comprehension post-test than their peers did in the control group. To investigate if the results were long-lasting and not due to the present research context, a delayed post-test was administered confirming the permanent effect of K.W.L strategy. The results of the study suggest that the strategy can be useful for students’ reading comprehension. Implications for language teachers, materials developers, and test designers were discussed.
