A Comparative Study of the Differential Effect of In-Text and End-of-TextReference Citation on Reading Comprehension and Speed among IranianEFL Learners

Abstract

This study attempted to determine the effect of in-text and end-of-text reference citations on reading comprehension and speed among Iranian EFL learners. To this end, based on their scores on the TOEFL proficiency test, a total of 60 MA students of TEFL participated in this research. They were selected based on their availability to the researcher from different universities in Tehran and Mazandaran. For the purpose of the study, they were divided into two groups of intext and end-text. A multiple choice reading comprehension test was used to answer the research questions. Two passages with approximately the same readability level were chosen. Two versions of each passage were produced; one of them with in-text reference citation and the other with end-text reference citation. Each passage followed 10 multiple choice questions and there was a time limitation to do the test because of the importance of reading speed in this study. After administering the reading comprehension test the group’s results were compared through independent t-test. Analysis of the results revealed that there was not any significant difference between those who read academic texts with in-text reference citation and those who read academic texts with end-text reference citation.