International Journal of Language and Linguistics

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The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners

Received: 10 June 2015    Accepted: 10 June 2015    Published: 30 June 2015
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Abstract

This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.

DOI 10.11648/j.ijll.s.2016040201.12
Published in International Journal of Language and Linguistics (Volume 4, Issue 2-1, March 2016)

This article belongs to the Special Issue Applied Linguistics and English Language Teaching Methodologies in All Fields

Page(s) 9-22
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Language Learning Strategies, Social-Affective Strategy, Reading Comprehension

References
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Author Information
  • Department of Foreign Languages and Literature, University of Tabriz, Tabriz, Iran

  • Department of Foreign Languages and Literature, University of Tabriz, Tabriz, Iran

  • Department of Foreign Languages and Literature, University of Tabriz, Tabriz, Iran

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    Siamak Zeynali, Simin Zeynali, Seyyed Fariborz Pishdadi Motlagh. (2015). The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. International Journal of Language and Linguistics, 4(2-1), 9-22. https://doi.org/10.11648/j.ijll.s.2016040201.12

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    Siamak Zeynali; Simin Zeynali; Seyyed Fariborz Pishdadi Motlagh. The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. Int. J. Lang. Linguist. 2015, 4(2-1), 9-22. doi: 10.11648/j.ijll.s.2016040201.12

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    AMA Style

    Siamak Zeynali, Simin Zeynali, Seyyed Fariborz Pishdadi Motlagh. The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. Int J Lang Linguist. 2015;4(2-1):9-22. doi: 10.11648/j.ijll.s.2016040201.12

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  • @article{10.11648/j.ijll.s.2016040201.12,
      author = {Siamak Zeynali and Simin Zeynali and Seyyed Fariborz Pishdadi Motlagh},
      title = {The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners},
      journal = {International Journal of Language and Linguistics},
      volume = {4},
      number = {2-1},
      pages = {9-22},
      doi = {10.11648/j.ijll.s.2016040201.12},
      url = {https://doi.org/10.11648/j.ijll.s.2016040201.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.s.2016040201.12},
      abstract = {This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.},
     year = {2015}
    }
    

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    T1  - The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners
    AU  - Siamak Zeynali
    AU  - Simin Zeynali
    AU  - Seyyed Fariborz Pishdadi Motlagh
    Y1  - 2015/06/30
    PY  - 2015
    N1  - https://doi.org/10.11648/j.ijll.s.2016040201.12
    DO  - 10.11648/j.ijll.s.2016040201.12
    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
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    EP  - 22
    PB  - Science Publishing Group
    SN  - 2330-0221
    UR  - https://doi.org/10.11648/j.ijll.s.2016040201.12
    AB  - This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.
    VL  - 4
    IS  - 2-1
    ER  - 

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