چکیده:
This study investigated the comparative effect of collaborative strategic reading (CSR) and metacognitive reading strategy (MRS) on the reading comprehension of Iranian extrovert and introvert EFL learners. To achieve the purpose of this study, a sample IELTS was administered to 325 students studying at Marefat Language Academy in Tehran from whom 225 were selected based on their performance on that test. Next, the above students sat for Eysenck Personality Inventory questionnaire to determine their level of extroversion and introversion. As a result, a total of 150 learners (75 extroverts and 75 introverts) were selected as four experimental groups and two control groups. The four experimental groups, comprised of 1) 25 extroverts undergoing CSR, 2) 25 extroverts receiving MRS, 3) 25 introverts undergoing CSR, 4) 25 introverts undergoing MRS while the two control groups, with 25 extroverts and 25 introverts, the learners experienced the conventional procedure of teaching reading comprehension in the language school. Ancova and two-way Ancova were conducted which revealed introvert learners with MRS outperformed the extrovert with MRS, introvert and extrovert with CSR, and control groups, suggesting a decisive role for personality traits in reading comprehension classes with different reading strategies instruction.
خلاصه ماشینی:
681197 The Comparative Effect of Collaborative Strategic Reading and Metacognitive Reading Strategies on Extrovert and Introvert EFL Learners’ Reading Comprehension Pezhman Nourzad Haradasht 1, Mahnaz Saeidi 2*, Saeideh Ahangari 3 1, 2, 3 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran *Corresponding author: m_saeidi@iaut.
ir (Received: 2020/8/10; Accepted: 2020/12/1) Online publication: 2021/4/16 Abstract This study investigated the comparative effect of collaborative strategic reading (CSR) and metacognitive reading strategy (MRS) on the reading comprehension of Iranian extrovert and introvert EFL learners.
According to Klingner and Vaughn (1996), CSR is set of students’ strategies which include previewing the text; giving ongoing feedback by deciding "click" (I get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the gist" is of the most important parts of the text; and "wrapping up" includes key ideas to find out how to help students of mixed achievement levels in which comprehension strategies are applied while reading content area text in small groups.
Hence, the findings of this study may contribute greatly to L2 research and pedagogy especially to improving Iranian EFL learners’ academic reading comprehension skill by exercising CSR and MRS among two different types of personality traits, namely extrovert and introvert.
Therefore, the findings of this study revealed that personality type, extroverts and introverts, play a key role in the efficiency of the MRS strategy Regarding the superiority of the CSR over control group, the findings of the current study are supported with the earlier findings by Oladele and Oladele (2016), Gani, Yusuf, and Susiani (2016), Khori and Ahmad (2018), Riyawi (2018), Rojabi (2018), Mursalina (2018), Jafre and Riswanto (2012), Riani (2013) who have investigated applying of CSR in improving students’ reading comprehension at different levels.