The Impact of Formal Schema and Readability on Cloze Test for EFL Learners
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2013, Vol 4, Issue 7
Abstract
This study investigates the effect of formal schema and readability on the performance of the EFL learners. To this end, to conduct the present study in Grade Three at high school, 75 students out of 120 students were chosen through nonrandom judgment sampling and randomly divided into two experimental groups (i.e., Group A and Group B) and one control group (i.e., Group C). Students were assessed by using two types of multiple-choice cloze tests consisted of 60 items. Group A and B made use of separate treatments, whereas Group C lacked such treatments lasted for 10 weeks. After administrating the post-tests for both experimental and control groups, the mean scores of experimental groups and those of control group were compared through a one-way ANCOVA. Data analysis revealed that formal schema and readability led to significantly better performance of the participants (P< .05). Also, after collecting the results of the questionnaire regarding reading skills,it showed thateach experimental group made use of certain reading skills regardless of being affected by the treatments exerted for both groups.
Authors and Affiliations
Ali Akbar Jafarpour Boroujeni| Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran, Mahmood Hashemian| Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran, Mandani Zarei*| Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran, Mandani_zarei@yahoo.com
Keywords
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