Effect of interactive post-reading tasks on reading comprehension of Iranian young adults pre-intermediate EFL learners

Abstract

This study aimed at investigating the effects of role-playing and designing a poster as post-reading activities on Iranian teenagers EFL learners' reading comprehension. To this end, 90 male pre-intermediate EFL learners participated in this study. The participants were divided randomly into equal groups of role-play, poster, and control. Post-reading activities were used for the experimental groups and the control group did not receive any post-reading activities. All groups sat for the pretest and posttest before and after a 20-session treatment. The results indicated that the experimental group participants outperformed those of the control group on the posttest and there was a significant difference between them. There was not a significant difference between the experimental groups; however, the scores of the role-play group were higher than the poster group. The findings of the study offer some practical implications for curriculum development and teaching methodology.