Social-Personalized versus Computer-Personalized Methods to Teaching English Learners' Reading Comprehension Ability

• Autores: Parisa Farrokh
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 7, Nº. 3, 2017 (Ejemplar dedicado a: October), págs. 287-315
• Idioma: inglés
• DOI: 10.17583/remie.2017.2775
• Enlaces
  • Texto completo (pdf)
• Resumen

  • The present study was out to compare new approaches computer assisted language learning, personalized learning program versus traditional approach to teaching second language reading comprehension ability among Iranian English learners. The participants in this study were 90 students who studied at a university of Applied Sciences and Technology in Rasht, Iran. All the participants were randomly assigned into three groups, one control group and two experimental groups. The control group went through a traditional method of teaching reading skill in the classroom. The first experimental group received a personalized learning instruction. The second experimental group went through a personalized learning program supported by a computer assisted language learning system (CALL). At the end of the treatment, a posttest was administrated to three groups to find out the effects of the new instruction. The results of this study revealed that the second experimental group who received treatment through CALL- based personalized learning approach.

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