Volume 4, Issue 3 (9-2021)                   Iranian Journal of Educational Sociology 2021, 4(3): 0-0 | Back to browse issues page

XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Alijani Tori A, Barjesteh H, Biria R. Effect of Bias Tasks through Cooperative Learning on EFL Learners' Reading Comprehension Achievement: Gender in focus. Iranian Journal of Educational Sociology. 2021; 4 (3)
URL: http://iase-idje.ir/article-1-1086-en.html
1- Department of English language and literature, Islamic Azad University Ayatollah Amoli Branch.
Abstract:   (1552 Views)
Purpose: An important facet in learning a language is expanding reading comprehension capability. The purpose of the present study was to investigate the impact of implementation bias tasks through cooperative learning and gender on the reading comprehension process of Iranian intermediate EFL learners.
Methodology: Two groups of 30 learners took part as a control group and an experimental group. Primarily the participants took The Preliminary English Test (PET) as a reading comprehension pretest. Then the experimental group instructed through the precepts of bias tasks in cooperative learning. However, the control group instructed through traditional instruction. Finally, the participants took the reading comprehension post-test.
Findings: The result of two-way ANCOVA revealed that bias tasks through cooperative learning improved EFL learnerschr(chr('39')39chr('39')) reading comprehension skills.
Conclusion: Also, findings demonstrated that the means reading scores did not differ noticeably between male and female groups on both pretest and posttest. This task in cooperative learning can be utilized either in the classroom or in instructorschr(chr('39')39chr('39')) training.
     
Type of Study: Research | Subject: Special
Received: 2021/08/28 | Accepted: 2020/10/31 | Published: 2021/09/23

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2021 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb