Impact of Mediation Types on Iranian EFL Learners’ Reading Comprehension Strategies
Publish place: Journal of Research in Applied Linguistics، Vol: 8، Issue: 1
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RALS-8-1_002
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
The sociocultural theory holds the idea that knowledge to be acquired should be mediated. It underscores the presence of mediation as a crucial factor in internalization of abilities. Given this, the present research was an attempt to examine the effect of mediation on learners’ reading comprehension strategy in light of ۲ approaches of response-based (RB) mediation (Vygotsky) and task-based (TB) mediation (Bruner) to intervention. To this end, the Reading section of the First Certificate in English (۲۰۱۰) and ۱ cognitive and metacognitive questionnaire (Phakiti, ۲۰۰۳) were administered to ۱۰۴ Iranian lower-intermediate EFL learners who were selected by convenience sampling. The questionnaire was given to the participants before and after the mediation session. MANOVA results revealed that not only had the learners’ monitoring metacognitive strategies changed by interventions, but also the participants in the TB mediation group outperformed those in the RB mediation group.
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Authors
Parisa Daftarifard
Islamic Azad University, Tehran Branch, Iran
Parviz Birjandi
Islamic Azad University, Tehran Branch, Iran
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