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Kadkhodaee, S., Hadidi, N. (2015). The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension. Journal of English Language Pedagogy and Practice, 8(16), 94-109.
Shawnem Kadkhodaee; Nasrin Hadidi. "The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension". Journal of English Language Pedagogy and Practice, 8, 16, 2015, 94-109.
Kadkhodaee, S., Hadidi, N. (2015). 'The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension', Journal of English Language Pedagogy and Practice, 8(16), pp. 94-109.
Kadkhodaee, S., Hadidi, N. The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension. Journal of English Language Pedagogy and Practice, 2015; 8(16): 94-109.

The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension

Article 4, Volume 8, Issue 16, Winter and Spring 2015, Page 94-109  XML PDF (457.91 K)
Document Type: Research Paper
Authors
Shawnem Kadkhodaee; Nasrin Hadidi email
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Abstract
Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET) as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B  in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.  
Keywords
reading comprehension; Question- Generation Strategy
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