Controlled Extensive Reading and Vocabulary Knowledge: Let’s Move Towards Autonomous Learning in EFL Contexts
- Authors
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Mojgan Rashtchi
Author
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Solmaz Pourmand
Author
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- Keywords:
- extensive reading, intensive reading, vocabulary learning, in-class activities, autonomous learning
- Abstract
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The present study aimed to investigate whether controlled extensive reading
could be as effective as intensive reading in expanding vocabulary knowledge of
Iranian EFL learners. To this end, 70 learners were selected based on convenience
sampling. The administration of the proficiency test enabled the researchers to select
60 homogeneous students. Subsequently, the two groups were randomly assigned to
control and experimental groups. The experimental group learned vocabulary with the
aid of extensive reading and subsequent in-class activities; while the control group
learned vocabulary through intensive reading in the classroom context. A word list
before the treatment ensured the researchers that the target words were unfamiliar for
the learners. After the treatment, a vocabulary posttest was administered to check
vocabulary knowledge of the participants. Moreover, a questionnaire (Cohen &
Dörnyei, 2001) was administered to compare students’ motivation in the groups. Finally,
a MANOVA was run to analyze the data. The results led to the conclusion that
controlled extensive reading had a statistically significant impact on EFL learners`
vocabulary knowledge and motivation. - Downloads
- Published
- 2014-04-10
- Issue
- Vol. 3 No. 2 (2014)
- Section
- Articles