The Impact of CALL-based Reading Instruction on Iranian EFL Learners’ Autonomy and Reading Skill

This study investigates the impact of CALL-based reading instruction on learners’ autonomy and reading comprehension. To do this, 60 students were selected. As a pre-test, an autonomy questionnaire was administered to the participants of both groups at the beginning of the study. As a treatment 5 videos which were recorded by the researcher in one DVD utilized for experimental group asynchronously and control group does not have such treatment. They used a traditional method (course book, classroom discussion, classroom activities). Through Whatsapp, the participants could make contact with the researcher in proportion to their questions via cell phone. At the last session, both groups were given the same autonomy questionnaire as the first post-test and the second post-test, was the tests prepared according to the book of select reading 2 to measure reading comprehension. The study was carried out for 8 sessions. A ‘t-test’ on the mean scores of both groups indicated a significant difference between the scores of the post-tests, meaning that the CALL-based reading instruction was significantly effective in the experimental group’s autonomy and reading comprehension. Findings led to the conclusion that the experimental group outperformed the control group in autonomy and reading comprehension.

The Impact of CALL-based Reading Instruction on Iranian EFL Learners’ Autonomy and Reading Skill Keywords:

autonomy , CALL-based reading instruction , EFL learners , reading comprehension