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The Role Explicit Teaching of Signals Play on Reading Comprehension

Journal: TEM JOURNAL - Technology, Education, Management, Informatics (Vol.2, No. 1)

Publication Date:

Authors : ;

Page : 28-34

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The purpose of this study is to examine the effect of explicit teaching on reading comprehension when EFL learners read signaled text or non-signaled text. The main concern is whether explicit teaching of signal words facilitates reading comprehension. Another issue is whether there is a difference in their reading comprehension scores when students are taught signal words explicitly but read non-signaled texts. The study was conducted at Anadolu University, Education Faculty, English Language Teaching Department. In order to analyze the data mean scores and two- independent-samples t-tests were run. The results of this study indicate that both explicit teaching of signal words and reading signaled texts contribute to the reading comprehension. Also, the results of the t-test show that there is a statistically significant difference between the explicit teaching group and no-teaching group when they read non-signaled texts.

Last modified: 2013-03-12 07:54:51