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Hamed Barjesteh
Azad University, Iran
Languange, Linguistic, Communication & Media

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SHARING THE READING SECRET: USING THINK-ALOUD TO IMPROVE READING COMPREHENSION OF L2 TEXTS Hamed Barjesteh
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2221

Abstract

This study investigates the effects of thinking-aloud on L2 reading inrelation with the type of task Iranian EFL readers engage in whilereading activity. In so doing, 360 students were selected and assignedto experimental and comparison groups. The subjects in experimentalgroups were instructed to verbalize whatever they were thinking astheir thought naturally came to mind while reading and doing theassigned tasks. The results indicated that the instructional procedurehad contributed to the improvement of the EFL students’ readingcomprehension. By and large, the analysis of think-aloud protocol canprovide language learners with a means for monitoring their readingprocess. Moreover, it gives an opportunity for language teachers tobecome more sensitized to various comprehension problems thatstudents encounter and offers clues to understand potential weaknessthat students may have in their L2 reading.
CRITICAL THINKING: A STUDY OF IRANIAN EFL READING COMPREHENSION PERFORMANCE Mansour Fahim; Hamed Barjesteh
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 5, No 2 (2011)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v5i2.2207

Abstract

The development of critical thinking (CT) skills has become a key goal for educators in first and second language contexts. There is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. It is argued that learners studying English for general purposes (EGP) have a particular need for activities which are not only linguistically manageable but also cognitively challenging. This paper reports on a program designed by the author at a university in Iran, which used taxonomy of CT skills drawn up by Facione (1990) to probe the effect of critical thinking strategies training on reading comprehension of Iranian EFL students. In so doing, 240 male and female Iranian EFL students were selected and screened into two proficiency levels based on the TOEFL tests. Each proficiency group was divided into critical and non-critical group. The results suggested CT skills significantly affected EFL learners’ reading comprehension performance. However, the effect of critical thinking strategy training didn’t vary across different language proficiency levels. Overall, the findings provide empirical support for the facilitative effect of critical thinking strategy training on reading comprehension performance of EFL learners.
Co-Authors Mansour Fahim