Abstract
The present study is an empirical investigation of the effect of Balanced Rotational Instruction Model as a component of blended learning on reading comprehension of Iranian intermediate EFL learners. To accomplish the purposes of this research, based on the results of the general English proficiency test, 40 students conveniently selected from among five classes were assigned as the experimental and the control groups. Then, a valid and reliable teacher-made strategy-based reading comprehension test developed to be used both as the pretest and the posttest and the special BRIM-based treatments were conducted in five 90-minute sessions. After analyzing the results through using ANCOVA, it was found that the experimental groups’ progress in the reading comprehension was more significant than that of the control group which received the placebo. It is deduced that explicit teaching of reading-based strategies using BRIM can have significant effects on the Iranian EFL learners’ reading comprehension performances.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Reading, Reading Comprehension, Balanced Rotational Instruction Model, Blended Learning
