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Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement
Investigación del impacto de la técnica de resumen de matriz de análisis en la mejora de la comprensión de lectura de estudiantes universitarios iraníes
dc.contributor.author | Bahrami, Samaneh | |
dc.contributor.author | Rahimy, Ramin | |
dc.date.accessioned | 2/2/2021 11:29 | |
dc.date.available | 2/2/2021 11:29 | |
dc.date.issued | 2021-01-14 | |
dc.identifier.citation | Bahrami, S., & Rahimy, R. (2020). Investigating impact of analysis matrix summarization technique on Iranian university students’ reading comprehension enhancement. Latin American Journal of Content & Language Integrated Learning, 13(2), 191–214. https://doi.org/10.5294/laclil.2020.13.2.3 | es_CO |
dc.identifier.issn | 2011-6721 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/13011 | |
dc.identifier.uri | http://hdl.handle.net/10818/46637 | |
dc.description | 24 páginas | es_CO |
dc.description.abstract | The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions. | en |
dc.description.abstract | El presente estudio fue un intento de investigar el efecto de la matriz de análisis, un tipo de organizador gráfico, como un intento de apoyo a la mejora del lenguaje para fomentar la comprensión de lectura en un contexto académico de inglés como lengua extranjera. La pregunta principal que este estudio buscaba responder fue si el uso de esta técnica podría mejorar las habi-lidades de comprensión de lectura entre los estudiantes iraníes que no eran de la Licenciatura en inglés. Para alcanzar este objetivo, se seleccionaron 120 estudiantes de enfermería y microbiología al azar de una población de estudiantes que no hacían parte de la Licenciatura en inglés y que es-taban inscritos en el curso de Inglés Académico. Se dividieron en cuatro grupos de 30 y se asignaron aleatoriamente a dos grupos experimentales y dos grupos de control. A todos los grupos se les ad-ministró una prueba previa de comprensión lectora. A continuación, se les enseñaron pasajes para leer durante ocho sesiones con diferentes métodos; los grupos experimentales recibieron un trata-miento de instrucción de técnica de matriz de análisis mientras que los grupos de control recibieron instrucción con el método tradicional, incluyendo sin instrucción de resumen. Finalmente, se admi-nistró una prueba posterior de comprensión de lectura a todos los grupos. Los datos se analizaron mediante análisis de covarianza unidireccional (ANCOVA) para controlar los efectos de la prueba previa en los resultados. Los resultados indicaron una diferencia estadísticamente significativa debi-do a la intervención pedagógica; los dos grupos experimentales obtuvieron mejores resultados en la prueba posterior después de que se aplicara la técnica de matriz de análisis durante ocho sesiones. | en |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.relation.ispartofseries | Latin American Journal of Content & Language Integrated Learning, 13(2), 191–214 | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
dc.subject.other | Content-based academic reading | eng |
dc.subject.other | Non-English majors | eng |
dc.subject.other | Reading habit | eng |
dc.subject.other | Reading promotion | eng |
dc.title | Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement | en |
dc.title | Investigación del impacto de la técnica de resumen de matriz de análisis en la mejora de la comprensión de lectura de estudiantes universitarios iraníes | es_CO |
dc.title.alternative | Investigação do impacto da técnica de resumo da matriz de análise na melhoria da compreensão da leitura de estudantes universitários iranianos | por |
dc.type | journal article | es_CO |
dc.publisher.department | Dirección de Publicaciones | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | |
dc.identifier.doi | 10.5294/laclil.2020.13.2.3 | |
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dc.identifier.eissn | 2322-9721 |
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