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Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning | ||
| Two Quarterly Journal of English Language Teaching and Learning University of Tabriz | ||
| مقاله 14، دوره 12، شماره 25، شهریور 2020، صفحه 343-381 اصل مقاله (836.53 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.10898 | ||
| نویسندگان | ||
Zohreh Nafissi1؛ Farnoosh Karimi  2؛ Marjan Vosoughi3
| ||
| 1Department of English Language and Literature, Faculty of Literature, Languages and History, Alzahra University, Tehran, Iran University | ||
| 2Department of Linguistics, Faculty of Literature, Languages and History, Alzahra University | ||
| 3English department, Sabzevar branch, Islamic Azad University, Sabzevar, Iran | ||
| چکیده | ||
| The present article made attempts to examine the implementation of diverse culturally-loaded materials among some EFL university students to see their impact on foreign language reading anxiety, reading comprehension self-efficacy and reading proficiency of the learners via two constructed teaching schemes that were labeled project- and teacher- based teaching methods. The investigation was conducted with four classes of freshmen majoring in English Language Teaching, each focusing on different culturally oriented materials (i.e., L1 culture for project based class A, L2 culture for project based class B, and L1 and L2 cultures for project- and teacher-based classes C and D). Self-Efficacy for Learning and Performance subscale, Foreign Language Reading Anxiety Scale, and the reading section of the Michigan Test were applied as pre-tests and post-tests in this study. Paired samples t-tests and ANCOVA were utilized for analyzing the data. The findings showed that despite considerable decreases observed in reading anxiety levels towards the end of the treatment in classes A, C, and D, significant improvement was actually evident in the L2 culturally oriented class. Moreover, though in classes A, B, and C, significant improvements were observed regarding reading self-efficacy and reading proficiency from pretest to posttest, no differences regarding the two variables were observed among the classes. Meanwhile, class C outperformed class D with respect to the two aforementioned variables. The results could carry certain implications for EFL material developers, teachers, curriculum and syllabus designers, among others, with respect to the choice of learning materials and teaching methodologies. | ||
| کلیدواژه‌ها | ||
| Culturally oriented texts؛ Foreign language reading anxiety؛ Reading comprehension self-efficacy؛ Reading proficiency؛ Project-based learning | ||
| مراجع | ||
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