چکیده:
This study was an attempt to investigate the effect of Dogme ELT on EFL learners’ reading comprehension. Accordingly, 60 upper-intermediate female and male EFL learners were selected from among a total number of 92 through their performance on a piloted sample First Certificate in English (FCE) test. Based on the results, the students were randomly assigned to an experimental and control group with 30 participants in each. Both groups underwent the same amount of teaching time which comprised teaching reading comprehension based on Dogme ELT for the first group and teaching reading comprehension based on the general guidelines of the language school for the control group. A posttest (another sample FCE reading comprehension) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The resultled to the rejection of the null hypothesis, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their reading comprehension. In other words, Dogme ELT proved beneficial for teaching reading. Based on the findings of this study which reaffirm the results of similar studies in other countries, there seems to be ample evidence supporting the promotion and application of Dogme ELT in reading classes in the Iranian context.
خلاصه ماشینی:
com Introduction Reading comprehension is incontrovertibly a major goal in ELT, and many EFL learners focus on this skill in the learning process (Harmer, 2009; Liu, 2010; van den Broek & Espin, 2012; Yusuf, 2011).
No wonder then that the discipline of English language teaching (ELT), which has hosted the rise and fall of many methods and approaches throughout its history, has never lost its focus on finding innovative and efficient proce- dures to facilitate and enhance learners’ reading comprehension (Atai, Hashe- mi, & Nejadghanbar, 2018; Crossley & McNamara, 2016; Modi, 2012).
With the ongoing need to improve reading courses all around the world in this ever-growing ecology of information and communication technology where reading and writing are becoming more and more indispensable (Kendeou, McMaster, & Christ, 2016; Saggion, 2017), and also because (to the best of the researchers’ knowledge), Dogme ELT has yet to be explored in the Iranian con- text of teaching reading, the researchers felt a justifiable need to investigate this innovative approach in Iran.
Besides, to completely fulfill a Dogme-based approach during the treatment, the second set of the four texts of the experimental group was se- lected through the collaboration of the students and the teacher (one of the re- searchers) from different reading books, the Internet, and magazines.