1. The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety

Abbas Ali Zarei; Fateme Kavyari Roustai

Volume 8, Issue 2 , Summer and Autumn 2019, , Pages 303-335

http://dx.doi.org/10.22054/ilt.2020.50054.468

Abstract
  This study compared the effect of four reading models on reading comprehension, foreign language reading anxiety (FLRA), and reading self-efficacy. In order to do so, 184 female Iranian senior high school EFL students at intermediate English reading level were selected through convenience sampling in ...  Read More

Second Language Acquisition (SLA)
2. An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners

Mina Bolghari; Parviz Birjandi; Parviz Maftoon

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 129-163

http://dx.doi.org/10.22054/ilt.2019.39946.375

Abstract
  Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the ...  Read More

Language Skills
3. English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus

Neda Sasani; Mansoor Ganji; Nahid Yarahmadzehi

Volume 7, Issue 2 , Summer and Autumn 2018, , Pages 91-119

http://dx.doi.org/10.22054/ilt.2019.46700.428

Abstract
  Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language ...  Read More

4. Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials

Ebrahim Khodadady; Haniyeh Jajarmi

Volume 5, Issue 2 , Summer and Autumn 2016, , Pages 185-161

http://dx.doi.org/10.22054/ilt.2017.8057

Abstract
  To analyze and evaluate textbooks, researchers have either proposed scales and checklists to be filled by teachers and learners or conducted qualitative investigations of the match between SLA theories and textbook activities. This study, however, employs the microstructural approach of schema theory ...  Read More