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Iranian Journal of Applied Linguistics، جلد ۱۱، شماره ۱، صفحات ۹۷-۱۱۴
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
The relationship between Iranian EFL learners’ gender and reading comprehension of three different types of text |
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| چکیده انگلیسی مقاله |
The present study investigated the relationship between the reading comprehension of three types of text and the gender of Iranian EFL learners. To this end, several reading passages with the same length and readability were selected based on which a reading comprehension test was constructed on three different text types namely essay, history, and short story. After determining the validity and reliability of the reading comprehension test, it was administered to 62 male and female students who were at the same level of language proficiency based on their scores on the TOEFL Test. A one-way ANOVA was used to analyze the data, the results of which indicated that male and female EFL learners differ in their reading comprehension ability with females being better comprehenders of English passages. The results of a two-way ANOVA also showed that both males and females are better at comprehending essays followed by history and short story, i.e. different types of text are understood differently regardless of the gender of the subjects. The findings are interpreted to have direct implications for EFL teachers and instructors as well as syllabus designers and test developers. |
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| کلیدواژه‌های انگلیسی مقاله |
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| نویسندگان مقاله |
محمد حسین کشاورز | mohammad hossein keshavarz
kharazmi university of tehran
دانشگاه خوارزمی تهران
سازمان اصلی تایید شده: دانشگاه خوارزمی (Kharazami university)
سرور اشتریان | soroor ashtarian
kharazmi university of tehran
دانشگاه خوارزمی تهران
سازمان اصلی تایید شده: دانشگاه خوارزمی (Kharazami university)
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| نشانی اینترنتی |
http://ijal.khu.ac.ir/browse.php?a_code=A-10-3-63&slc_lang=fa&sid=en |
| فایل مقاله |
دریافت فایل مقاله |
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| زبان مقاله منتشر شده |
fa |
| موضوعات مقاله منتشر شده |
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| نوع مقاله منتشر شده |
پژوهشی |
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