The Effect of Active Learning on Iranian EFL Learners’ Reading Comprehension: clear objectives

This quasi-experimental study aimed to investigate the effects of two components of active learning: interactiveclassroom procedures (ICP) and clarifying objectives (CO) on Iranian EFL learners` reading comprehension. Threeintact groups of high school seniors were selected as the research participants whose initial homogeneity was assessedvia the PET (2006) test. They were further assigned as a control group and two experimental groups who receivedinstruction based on either interactive classroom procedure (ICP) or clarifying objectives (CO). In the ICP group, theparticipants were involved in some techniques of interaction like cooperative learning, jigsaw, buzz groups, think-pairshare,etc. In the CO group, however, the course and lesson objectives were clarified at the beginning of each session.None of these activities were carried out in the control group who were taught based on the traditional teaching methodtypical at high schools in Iran. The treatment lasted for three months, 24 sessions, and twice a week. The ANOVAanalysis of the post-test reading scores revealed that both the ICP and CO groups achieved higher levels of readingcomprehension compared to the control group. The findings underscore the overriding role of interaction andclarifying objectives in long term learning and have implications for course book writers, syllabus designers andlanguage teachers.

Keywords:

active learning , clear objections , interactive classroom procedures , interactive learning , reading comprehension