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Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners [<Journal>]
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DNB Subject Category Language
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Response, Resistance, or Restraint: A Triadic Model of Pre-service Teachers’ Perceptions on the (F)utility of Educational Therapy and Life Skills Education in ELT [<Journal>]
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DNB Subject Category Language
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The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners� Written Production
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, pags. 31-43 (2013)
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The Effect of Keyword and Pictorial Methods on EFL Learners' Vocabulary Learning and Retention
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, pags. 299-316 (2013)
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A comparative study of requests among L2 english, L1 persian, and L1 english speakers
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Nº. 11, 2012, pags. 105-123 (2012)
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Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction
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In: English Language Teaching; Vol 5, No 1 (2012); p166 (2011)
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The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students’ Compositions
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In: English Language Teaching; Vol 4, No 3 (2011); p251 (2011)
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The Effect of Metadiscourse Awareness on L2 Reading Comprehension: A Case of Iranian EFL Learners
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In: English Language Teaching; Vol 3, No 1 (2010); P92 (2010)
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Abstract:
This research attempts to investigate the degree of students’ achievement in reading comprehension in English as a foreign language through explicit instruction in metadiscourse markers. For this purpose, 80 students studying at a language school (placed at intermediate levels of English language proficiency) were chosen to participate in the experiment. Every possible measure was taken to ensure that the participants lacked enough knowledge about metadiscourse. The participants were then randomly divided into four equal groups each containing twenty students. The first experimental group (EG1) included twenty participants who received instructions in both textual and interpersonal metadiscourse. The second experimental group (EG2) received instructions in only textual metadiscourse markers. The third experimental group (EG3) received instructions in only interpersonal metadiscourse. The control group received no specific instructions in metadiscourse and was only exposed to some input enhancement material and relevant exercises.As a result of running a number of statistical procedures, instruction on metadiscourse revealed a positive effect on the participants’ achievement in reading comprehension in English. The results of the study have some implications for materials designers; they can improve a learner’s ability to understand and remember information from the text by improving it textually and interpersonally.
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URL: https://doi.org/10.5539/elt.v3n1P92 http://ccsenet.org/journal/index.php/elt/article/view/5218
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