The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Iranian Male and Female EFL Learners' Reading Comprehension

The present quasi-experimental study seeks to explore the contribution of DRTA to the progression of reading comprehension abilities among Iranian male and female EFL learners. Furthermore, this research examined any variations in educational outcomes between genders. The researcher employed convenience sampling to identify a sample size of 130 individuals from the Farda and Daneshvarane Bartar language institutions in Tabriz. Following the establishment of an OPT, 86 male and female respondents were non-randomly distributed into two experimental groups (28 males, 28 females) and one control group. Before the treatment, all participants completed a pre-test to measure their reading abilities. The experimental groups underwent 9 sessions incorporating the DRTA approach, while the control group received no additional treatment. In the final session, all participants took part in a post-test evaluation to identify any disparities or inconsistencies among them. The results verified that DRTA enhances the reading proficiency of Iranian EFL students. Furthermore, there was no discernible difference between the two genders. Finally, the findings of this research have the potential to significantly benefit EFL candidates, academia, and syllabus designers.

The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Iranian Male and Female EFL Learners' Reading Comprehension Keywords:

Reading Comprehension , DRTA , Gender , EFL Learners