چکیده:
Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET) as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.
خلاصه ماشینی:
"Keywords: Reading Comprehension, Question- Generation Strategy Introduction A primary function of language is for humans to convey information to each other or request services of some kind in a variety of situations for example relating events that happen to them, giving someone directions, and asking for services such as in a shopping or other service encounter (Armstrong & Ferguson, 2010).
The results of the study showed that question-generation strategy had significant impact on the Iranian EFL third grade high school learners’ reading comprehension.
g. , Harvey & Goudvis, 2000; Look, 2011)state that readers can more actively comprehend a text, and monitor their comprehension through the process of question-generation strategy.
Procedure After administrating the PET test, in the next session, the researcher modeled the question-generation strategy for both experimental groups and explained the learners to make questions based on the text they read.
The findings of the present study is supported with the findings of Fan (2010), and Ziyaeemehr (2012) who argued that group-question generation strategy has a positive effect on the reading ability of foreign language learners.
On the other hand, the findings of the present study are not in line with the findings of Kassem (2013) in which he stated that individual question- generation strategy has a positive effect on the reading comprehension of foreign language learners.
Based on the results of the present study, it can be concluded that employing question- generation strategy in groups can be beneficial in enhancing the students’ reading comprehension This can have some implications for language teachers , syllabus designers, and material writers."