The Effect Of Strategy-Based Methods Vs. Translation-Based Method On General English And ESP Reading Comprehension Of Iranian University Students

Document Type : Research Paper

Authors

1 Department of English Language Teaching, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.

2 Department of English Language Teaching, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Abstract

This study investigated the effect of strategy-based methods vs. translation-based methods on General English and ESP reading comprehension of Iranian university students. 120 homogenous General English and ESP students were selected based on a Quick Placement Test. They were assigned into four groups. One experimental and one comparison group for General English and ESP students. A pretest of General English and ESP reading comprehension was administered to assess their General English and ESP reading comprehension ability. In both experimental groups, the strategy-based method, and in comparison groups, the translation-based method was used for teaching General English and ESP reading comprehension. After the post-test, the result of independent t-tests indicated that the comparison group outperformed the experimental group in the ESP course. However no statistically significant difference was observed between the two groups in General reading comprehension, it can be concluded that in ESP reading comprehension, the translation-based strategy is more effective than the strategy-based method however in General English reading comprehension, students can understand the text via both strategies. So, the strategy-based method was preferred in General English reading comprehension. These findings encourage English teachers to choose a proper strategy for teaching different materials in different contexts.

Keywords

References

Abdelhalim, S. M. (2017). Developing EFL Students’ reading comprehension and reading engagement: Effects of a proposed instructional strategy. Theory and Practice in Language Studies, 7(1), 37.
                https://doi.org/10.17507/tpls.0701.05
Aghvami, D. (2019). English for the students of accounting. SAMT.
Ahmed, Z. A. A. (2016). The effect of motivation on developing EFL learners ‘reading comprehension skills. International Journal of English Language Teaching, 4(10), 1-9.
Akyel, A., & ErÇetin, G. (2009). Hypermedia reading strategies are employed by advanced learners of English. System, 37, 136-152.
Alharbi, A. M. (2022). Reading skills among EFL learners in Saudi Arabia: A review of challenges and solutions. World Journal of Advanced Research and Reviews, 15(3), 204-208.
Alsamadani, H. A. (2008). The relationship between Saudi EFL college-level students’ use of reading strategies and their EFL reading comprehension. [Doctoral dissertation, Ohio University].
Avand, A.-Q. (2009). Using translation and reading comprehension of ESP learners. The Asian ESP Journal, 5(1), 44-60.
Budiharso, T. (2014). Reading strategies in EFL classroom: A theorethical review. Cendekia: Journal of Education and Teaching, 8(2), 189-204.
Calis, E., & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia-Social and Behavioral Sciences, 46, 5079-5084.
Carreres, Á. (2006). Strange bedfellows: Translation and Language teaching. Sixth Symposium on Translation, Terminology and Interpretation in Cuba and Canada, 1–21. http://cttic.org/ACTI/2006/papers/Carreres.pdf
Chirobocea, O. (2018). A case for the use of translation in ESP Classes. Journal of Languages for Specific Purposes, 5 (2018), 67-76.
Cook, G. (2007). A thing of the future: Translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401.
Derakhshan, A., & Malmir, A. (2017). The contribution of general high-frequency, core-academic, and academic-technical words to ESP reading comprehension. Issues in Language Teaching, 6(2), 291–318. https://dx.doi.org/10.22054/ilt.2019.45081.412
Dujmović, M. (2014). The ways of using mother tongue in English language teaching. International Journal of Language and Linguistics, 2(1), 38-43.
Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. Routledge.
Fan, Y. C. (2014). The Effect of comprehension strategy instruction on EFL learners’ reading comprehension. Asian Social Science, 6(8), 19-29. https://doi.org/10.5539/ass.v6n8p19
Fatemipour, H., & Hashemi, M. (2016). The effect of cooperative strategies versus concept visualization on reading comprehension ability of intermediate EFL learners. Theory and practice in language studies, 6(4), 686.
Garnham, A. (2000). Mental Models and the Interpretation of Anaphora (1st ed.). Psychology Press. https://doi.org/10.4324/9780203782873
Hagaman, J. L., Luschen, K., & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22-29.
 
Harvey, M. (2012). Reading comprehension: Strategies for elementary and secondary school students. Lynchburg College Johnson.
Hermida, J. (2009). The importance of teaching academic reading skills in first-year university courses. The International Journal of Research and Review, 3, 20–30.
Intasuk, B. (2022). Using reading strategy-based instruction to promote EFL undergraduates’ reading ability. Academic Journal of Phetchaburi Rajabhat University,12(2), 119-126.
Jitendra, A. K., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1.
Kaivanpanah, S., & Khazaei Feizabad, A. (2017). Reading comprehension needs of Iranian medical students. Iranian Journal of Applied Language Studies, 9(1), 79-96.
             https://doi.org/10.22111/ijals.2017.3165
Kavaliauskienė, G. (2009). Proficiency in reading, writing and translation skills: ESP aspect. Vertimo Studijos, 2(2), 171–184.
Kazemi, M., Hosseini, M., & Kohandani, M. (2013). Strategic reading instruction in EFL contexts. Theory & Practice in Language Studies, 3(12), 2333–2342. https://doi.org/10.4304/tpls.3.12.2333-2342
Krashen, S., & Brown, C. L. (2007). What is academic language proficiency. STETS Language & Communication Review, 6(1), 1-5.
Li, H., Gan, Z., Leung, S. O., & An, Z. (2022). The Impact of reading strategy instruction on reading comprehension, strategy use, motivation, and self-efficacy in Chinese university EFL students. SAGE Open, 12(1), 21582440221086659
Lopera Medina, S. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile Issues in Teachers Professional Development, 14(1), 79-89.
MahmutoĞlu, H., & Kicir, Z. (2013). The use of mother tongue in EFL classrooms. LAÜ Sosyal Bilimler Dergisi, 4(1), 49-72.
Mažeikienė, V. (2018). Translation as a method in teaching ESP: An inductive thematic analysis of literature. The Journal of Teaching English for Specific and Academic Purposes, 6(3), 513-523.
Malekan, F., & Hajimohammadi, R. (2017). The Relationship between iranian ESP learners’ translation ability and resilience in reading comprehension. International Journal of Education and Literacy Studies, 5(2), 47–52.
Malmir, A., & Bagheri, M. (2019). Instructors and learners’ attitudes about English for science and technology: Learning and target needs of mechanical engineering students. Iranian Journal of English for Academic Purposes (IJEAP), 8(1), 17–34. https://dorl.net/dor/20.1001.1.24763187.2019.8.1.2.2
Marashi, H., & Rahmati, P. (2017). The effect of teaching reading strategies on EFL learners’ reading anxiety. In International Journal of Research in English Education, 2( 2), 43-52.
              https://doi.org/10.18869/acadpub.ijree.2.2.43
Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20-25.
McCallum, R. S., Krohn, K. R., Skinner, C. H., HiltonPrillhart, A., Hopkins, M., Waller, S., & Polite, F. (2011). Improving reading comprehension of at‐risk high‐school students: The ART of reading program. Psychology in the Schools, 48(1), 78-86.
Mohammadi, M. J., Khazaie, S., & Khatib, M. (2016). Exploring the role of M-Game as a seat of ESP reading in the Iranian TVT. Iranian Journal of Applied Language Studies, 8(1), 25-52.
             https://doi.org/10.22111/ijals.2016.3020
Moore, C., & Lo, L. (2008). Reading comprehension strategy: Rainbow dots. Journal-International Association of Special Educational Education, 9(1), 124.
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98-117.
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in teaching ESP at medical universities of Iran from ESP Stakeholders’ perspectives. Iranian Journal of Applied Language Studies, 9(2), 59-82. https://doi.org/ 10.22111/ijals.2017.3544
Nunan, D., & Nunan, N. D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press.
Ntereke, B. B., & Ramoroka, B. T. (2017). Reading competency of first-year undergraduate students at University of Botswana: A case study. Reading & Writing-Journal of the Reading Association of South Africa, 8(1), 1-11.
Prado, L., & Plourde, L. A. (2011). Increasing reading comprehension through the explicit teaching of reading strategies: Is there a difference among the genders?. Reading Improvement, 48(1), 32-44.
Ridge, A. D., & Skinner, C. H. (2011). Using the TELLS prereading procedure to enhance comprehension levels and rates in secondary students. Psychology in the Schools, 48(1), 46-58.
Ross, N. J. (2000). Interference and intervention: Using translation in the EFL classroom. Modern English Teacher, 9(3), 61-66.
Rumelhart, D. E., & McClelland, J. L. (2017). Interactive processing through spreading activation. Routledge.
Rushwan, I. M. H. (2017). The role of translation in developing ESP learners’ reading comprehension skills: A case study of medical students at Najran University-ksa. International Journal of Applied Linguistics and English Literature, 6(3), 243-253.
Sarani, A., & Farokhipour, S. (2017). The effect of genre awareness on English translation quality and pedagogy: A case of news reports translation as an academic curriculum. Iranian Journal of Applied Language Studies, 9 (Proceedings of the First International Conference on Language Focus), 187-208. https://doi.org/10.22111/ijals.2017.4293
Shiyab, S., & Abdullateef, M. (2001). Translation and foreign language teaching. Journal of King Saud University Language & Translation, 13, 1-9.
Talane, A. (2012). English for the students of accounting. kumars.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.
Yildirim, K., Yildiz, M., & Ates, S. (2011). Is Vocabulary a strong variable predicting reading comprehension and does the prediction degree of vocabulary vary according to text types. Educational Sciences: Theory and Practice, 11(3), 1541-1547.
Zimmermann, S., Hutchins, C. (2003). 7 keys to comprehension: How to help your kids read it and get it. Three Rivers Press
Ziyaeemehr, Z. (2012). The efficacy of collaborative strategic reading on the reading comprehension of ESP learners. Higher Education of Social Science, 2(1), 38-42.
Zohrabi, M. (2015). Trends in ESP and EGP. Journal of Language Teaching and Research, 6(3), 679.
Iranian Journal of Applied Language Studies
Volume 14, Issue 2
November 2022
Pages 65-80

Files

Share

How to cite

Statistics