Abstract:
In this study two modes of reading (CAR and Print reading mode) were
compared with regard to their effectiveness for 1.2 reading comprehension.
A group of 120 English major students were divided into three classes: CAR,
Print reading, and Control. Based on the English proficiency scores each
class was divided into two groups (high and low levels of proficiency).
Three classes were taught by the same teacher and covered the same
materials in their weekly four-hour reading lesson over one semester. From
the three classes only CAR and Print reading groups received reading
strategies instruction. This study also investigated the effect of gender and
the role of teacher in CAR class. The data came from English proficiency
test, reading comprehension test (pre-test), questionnaire, reading
comprehension test (posttest), observation, and students’ emails. The results
indicated that strategy instruction had an impact on reading comprehension.
In other words, CAR and Print reading mode evoked better reading
comprehension than the control group and CAR resulted in better
performance when compared to the Print reading mode. Interestingly, EFL
students with a higher proficiency level showed a significantly higher level
of reading comprehension of the text when compared with those students
with a lower proficiency level. Regarding the gender the findings indicated that gender played no significant role in CAR class. Finally, based on the
observation and students’ emails the researcher concluded that the nature of
the EFL teachers role changed in CAR class when compared with the print
reading and traditional classes.