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Promoting university students' receptive skills through extensive reading in multimedia-based instruction
Journal of Applied Research in Higher Education Pub Date : 2020-12-07 , DOI: 10.1108/jarhe-09-2020-0304
Mehrdad Rezaee , Majid Farahian , Hani Mansooji

Purpose

The present study focused on examining the effects of a multimedia-based Internet extensive reading program on promoting the receptive skills of Iranian university students.

Design/methodology/approach

In the quantitative section of this explanatory sequential mixed-method study, a pretest-posttest design was used to compare the performance of three groups of Iranian university students in terms of their degrees of improvement in receptive proficiency. Besides, the differences in the levels of motivation among the learners were sought. The three classes under study included linear text extensive reading for the first experimental group, a multimedia-based Internet extensive reading group for the other and a control group. The qualitative phase of this study included a semi-structured interview and an open-ended questionnaire.

Findings

Analysis of the results revealed that the multimedia-based Internet extensive reading group outperformed the two other groups in terms of proficiency in receptive skills. They also had a higher level of motivation for reading. The findings of the qualitative phase showed that the participants preferred working with multimedia material rather than working with linear texts, or, in other words, printed books. University EFL instructors may be the most beneficiaries of the present study, as they can gain insights into applying Internet-based extensive reading programs into their courses.

Originality/value

Although some studies have been carried out in this area, the paper provides its readers with a new procedure and methodology.



中文翻译:

在多媒体教学中通过泛读提高大学生的接受能力

目的

本研究的重点是检查基于多媒体的互联网泛读计划对提高伊朗大学生接受能力的影响。

设计/方法/方法

在这项解释性顺序混合方法研究的定量部分,使用前后测设计来比较三组伊朗大学生在接受能力提高程度方面的表现。此外,还研究了学习者在动机水平上的差异。研究的三个班级包括第一实验组的线性文本泛读、另一组基于多媒体的互联网泛读组和对照组。本研究的定性阶段包括半结构化访谈和开放式问卷。

发现

结果分析表明,基于多媒体的互联网泛读组在接受技能的熟练程度方面优于其他两个组。他们也有更高的阅读动机。定性阶段的结果表明,参与者更喜欢使用多媒体材料而不是使用线性文本,或者换句话说,印刷书籍。大学 EFL 教师可能是本研究的最大受益者,因为他们可以深入了解将基于互联网的广泛阅读计划应用于他们的课程。

原创性/价值

虽然在这方面已经进行了一些研究,但本文为读者提供了一种新的程序和方法。

更新日期:2020-12-07
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