Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement

Authors

DOI:

https://doi.org/10.5294/laclil.2020.13.2.3

Keywords:

Content-based academic reading, non-English majors, summarization, graphic organizers, analysis matrix summarization technique, reading habit, reading promotion.

Abstract

The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Bahrami, S., & Rahimy, R. (2020). Investigating impact of analysis matrix summarization technique on Iranian university students’ reading comprehension enhancement. Latin American Journal of Content & Language Integrated Learning, 13(2), 191–214. https://doi.org/10.5294/laclil.2020.13.2.3

Received: 27/01/2020

Accepted: 03/05/2020

Author Biographies

Samaneh Bahrami, Ph.D. Candidate of TEFL, Islamic Azad University of Tonekabon, Tonekabon, Iran.

Samaneh Bahrami is a Ph.D. candidate in the English Department at Islamic Azad University of Tonekabon, Tonekabon, Iran. Her main research interests include applied linguistics,second language acquisition and material development.

Ramin Rahimy, Assistant Professor, Islamic Azad University of Tonekabon, Tonekabon, Iran

Dr. Rahimy is an assistant professor in the English Department at Islamic Azad University of Tonekabon, Tonekabon, Iran. His research interests include applied linguistics, second language acquisition, material development and translation.

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2021-01-14

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