This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.
| Published in |
International Journal of Language and Linguistics (Volume 4, Issue 2-1)
This article belongs to the Special Issue Applied Linguistics and English Language Teaching Methodologies in All Fields |
| DOI | 10.11648/j.ijll.s.2016040201.12 |
| Page(s) | 9-22 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Language Learning Strategies, Social-Affective Strategy, Reading Comprehension
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APA Style
Siamak Zeynali, Simin Zeynali, Seyyed Fariborz Pishdadi Motlagh. (2015). The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. International Journal of Language and Linguistics, 4(2-1), 9-22. https://doi.org/10.11648/j.ijll.s.2016040201.12
ACS Style
Siamak Zeynali; Simin Zeynali; Seyyed Fariborz Pishdadi Motlagh. The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. Int. J. Lang. Linguist. 2015, 4(2-1), 9-22. doi: 10.11648/j.ijll.s.2016040201.12
AMA Style
Siamak Zeynali, Simin Zeynali, Seyyed Fariborz Pishdadi Motlagh. The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. Int J Lang Linguist. 2015;4(2-1):9-22. doi: 10.11648/j.ijll.s.2016040201.12
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Download@article{10.11648/j.ijll.s.2016040201.12,
author = {Siamak Zeynali and Simin Zeynali and Seyyed Fariborz Pishdadi Motlagh},
title = {The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners},
journal = {International Journal of Language and Linguistics},
volume = {4},
number = {2-1},
pages = {9-22},
doi = {10.11648/j.ijll.s.2016040201.12},
url = {https://doi.org/10.11648/j.ijll.s.2016040201.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2016040201.12},
abstract = {This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.},
year = {2015}
}
TY - JOUR T1 - The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners AU - Siamak Zeynali AU - Simin Zeynali AU - Seyyed Fariborz Pishdadi Motlagh Y1 - 2015/06/30 PY - 2015 N1 - https://doi.org/10.11648/j.ijll.s.2016040201.12 DO - 10.11648/j.ijll.s.2016040201.12 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 9 EP - 22 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.s.2016040201.12 AB - This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions. VL - 4 IS - 2-1 ER -
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