چکیده:
Any language classroom is a distinctive learning context offering numerous affordances that might be perceived effectively, remain unnoticed, or even act as constraints. Therefore, exploring students' perception toward a particular method of instruction is crucial since it may produce a reliable piece of evidence for teachers to confirm or refute the effectiveness of the intended instructional activities. This study was an attempt to survey Iranian EFL learners' perception of the efficacy of activity theory-based reading comprehension. To this end, 60 students studying English translation at Islamic Azad University, Tehran Central Branch participated in the study and received the reading instruction based on the elements of activity theory, i.e., subjects, object, mediating artifacts, rules, community, and division of labor. After receiving the treatment, the students filled in two perception questionnaires and took part in a semi-structured focus group interview. The findings indicated that the students showed favorable perception toward activity theory, for which they perceived different affordances. Moreover, the results demonstrated that there was a significant difference between the students’ perception regarding the mediating elements of activity theory. The study provides EFL teachers with new insights into the considerable benefits that activity theory might bring to reading classes.
خلاصه ماشینی:
Iranian EFL Learners’ Perception of the Efficacy of Activity Theory-based Reading Comprehension Mina Saghaieh Bolghari Ph. D.
This study was an attempt to survey Iranian EFL learners’ perception of the efficacy of activity theory-based reading comprehension.
To this end, 60 students studying English translation at Islamic Azad University, Tehran Central Branch, participated in the study and received the reading instruction based on the elements of activity theory- subjects, object, mediating artifacts, rules, community, and division of labor.
In another study, Menendez (2009) examined the effect of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading achievement of a group of Hispanic students learning English in Florida.
Perception or the process by which individuals receive and interpret information from the environment might be a predictor of achievement in language learning (Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016).
2. Are there any statistically significant differences between Iranian EFL learners’ perception toward the mediating elements of AT-based reading comprehension?
To define the element of division of labor in the current study, the researchers benefited from the principles of cooperative learning (CL), including positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing (Johnson & Jonson, 1990).
Although the main goal of the study was to help EFL learners foster their reading comprehension through AT-based reading instruction and determine their perception in this respect, the students perceived some other affordances not in compliance with the course outcome.
g. , Moore & Scevak, 1997), in this study the students perceived the impact of visual materials on their motivation and enjoyment but not directly on their reading performance.