Sadeghi, A., Soltanian, N. (2012). Motivational and Learning Effects of Computer-aided Procedures on Students' Reading Comprehension. Journal of Teaching Language Skills, 29(3), 107-139. doi: 10.22099/jtls.2012.418
Aram Reza Sadeghi; Nahid Soltanian. "Motivational and Learning Effects of Computer-aided Procedures on Students' Reading Comprehension". Journal of Teaching Language Skills, 29, 3, 2012, 107-139. doi: 10.22099/jtls.2012.418
Sadeghi, A., Soltanian, N. (2012). 'Motivational and Learning Effects of Computer-aided Procedures on Students' Reading Comprehension', Journal of Teaching Language Skills, 29(3), pp. 107-139. doi: 10.22099/jtls.2012.418
Sadeghi, A., Soltanian, N. Motivational and Learning Effects of Computer-aided Procedures on Students' Reading Comprehension. Journal of Teaching Language Skills, 2012; 29(3): 107-139. doi: 10.22099/jtls.2012.418
Motivational and Learning Effects of Computer-aided Procedures on Students' Reading Comprehension
2M.A. Instructor Islamic Azad University, Neyshabur
Abstract
Reading development and instruction is a pedagogical priority at all academic levels. Historically, in the educational field, numerous efforts have been made to facilitate the complex process of foreign language reading comprehension. More recently, increasing attention has been paid to the use of computers for developing reading comprehension skills and various efforts have been made in this regard. The present study investigates the connection between computer technology and reading comprehension. It relies on the current models of reading which emphasize the interactive nature of reading and constructive nature of comprehension. The study sample consisted of 30 freshman students studying English Language and Literature at Semnan University. Of this total, 15 students were subjected to a computer-assisted instructional program. They filled out a background questionnaire and during ten sessions they read computerized texts provided with comprehension aids (texts, pictures, and sounds). The other 15 students, randomly selected from the group, received no computer training and served as a control group. Both groups took a reading comprehension pre-test and post-test. After the treatment, the experimental group filled out an attitude questionnaire. Both quantitative and qualitative findings of the study are clear indications that the computerized reading contributes to the development of EFL reading skills more significantly than the conventional academic reading method.
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