The Impact of Student-Initiated Interaction on EFL Reading Comprehension
The study reported in this paper aims to compare the reading comprehension of three groups of intermediate adult EFL learners on a reading comprehension passage under three input conditions: simplified condition (SC) characterized by both lexical and syntactic simplification, negotiated condition (NC) with no linguistic adjustments but with opportunities for interaction with the teacher, and unmodified condition (UC) without any modification or intervention. The results of the study revealed that the participants in both SC and NC groups significantly outperformed their peers in the UC group on the reading comprehension test. Moreover, the participants in the NC group achieved a significantly higher mean score than the participants in the UC group. This suggests that opportunities for negotiation of meaning facilitate reading comprehension more than linguistic adjustments. The conclusions drawn from the findings of this study highly recommend the use of authentic reading materials accompanied by negotiated interaction between the teacher and the learners. Key words: interaction; negotiation; simplification; reading comprehension
- There are currently no refbacks.
If you have already registered in Journal A and plan to submit article(s) to Journal B, please click the CATEGORIES, or JOURNALS A-Z on the right side of the "HOME".
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: firstname.lastname@example.org; email@example.com; firstname.lastname@example.org
Copyright © 2010 Canadian Academy of Oriental and Occidental Culture
Address: 758, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138
E-mail: email@example.com; firstname.lastname@example.org; email@example.com