The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners

Mehrpour, Saeed; Rahimi, Mohammad

doi:10.1016/j.system.2010.01.004

Cited by 41 publications

(31 citation statements)

References 25 publications

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“…Specifically, in the organisation module, Amy made a lot of effort in adding to the vocabulary and editing the previously organised vocabulary. These findings are in agreement with the results of previous studies which indicated that breadth and depth of vocabulary knowledge is essential for students to better comprehend a text (Mehrpour & Rahimi, 2010;Qian, 2002). The breadth of vocabulary refers to the numbers of words that a student needs to acquire to comprehend a text (Qian, 1999;Nation, 2001).…”

Section: Discussionsupporting

confidence: 92%

Implementing online question generation to foster reading comprehension

Yeh

Lai

2012

AJET

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Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading comprehension, using an online question generation system including the organisation, composition and peer assessment modules. 19 out of 106 non-English major college students were recruited as participants. They were required to complete question generation tasks in the organisation, composition and peer assessment modules. Students' scores on the pre-and post-tests, action logs in the online question generation system, and interview transcripts were collected and analysed. In a micro view, results of this study indicated that college students who showed more progress in reading comprehension demonstrated similar question generation patterns. In the organisation module, those who made more progress had a higher frequency of adding new vocabulary, sentences, and main ideas and editing their previously organised information. In the composition module, they had a higher frequency in reviewing the previously organised information from a text to generate questions and in editing the organised information. In the peer assessment module, those who showed more progress were much more active in viewing peers' questions, providing comments on peers' questions, reading and responding to peers' comments on the questions. In a macro view, the intensive engagement and the actions of editing to retrieve the organised information to compose the online questions and reviewing peers' questions online were found to be critical factors for enhancing students' reading comprehension.

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Section: Discussionsupporting

confidence: 92%

Implementing online question generation to foster reading comprehension

Yeh

Lai

2012

AJET

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“…Based on the available literature, it is evident that EFL learners suffer from weakness in listening comprehension performance (Mehrpour & Rahimi, 2010). In Jordanian schools, metacognitive listening strategies are not embedded in listening courses or curricula, and language art teachers do not seem to pay attention to these strategies while designing their lessons.…”

Section: Review Of Related Literaturementioning

confidence: 99%

EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

Al-Alwan¹,

Asassfeh²,

Al-Shboul³

2013

IES

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Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students' performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction.

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“…Other studies have shown that grammatical knowledge plays a vital role in reading comprehension (Mehrpour & Rahimi, 2010;Mecartty, 2000;Zhang, 2012). In addition, Shiotsu, and Weir (2007) stated that the learner's level of syntactic knowledge plays a role in their understanding of reading materials.…”

Section: Importance Of Readingmentioning

confidence: 98%

Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions

Al-Jarrah¹,

Ismail²

2018

IJEL

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One of the most significant problems faced by instructors is reading deficiency in English texts among the university students, which reflects the students’ poor academic performance. It is assumed that learners who are unable to read and comprehend face many challenges during their studies and after graduation. This study aims to investigate reading comprehensions difficulties among EFL learners in higher learning institutions. The study employed quantitative method, 100 out of 281 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were selected to participate in responding to the questions. Cross tabulation was used to analyze data from the test. Findings from the test indicated that the major difficulty faced by the Arab EFL learners is inability to recognize the types of text. This study concludes that the reading comprehension difficulties faced by Arab EFL learners in the selected institutions could affect their English language proficiency and academic performance. To find solutions to these difficulties, there is a need for shared efforts of English language teachers, instruction policy makers, public and private bodies responsible for educational policy learning and implementation, and the EFL learners.

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The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners

Cited by 41 publications

References 25 publications

Implementing online question generation to foster reading comprehension

Implementing online question generation to foster reading comprehension

EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions

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