期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：2
页码：132
出版社：Brahmaputra Publishing House
摘要：The present study aimed to investigate whether controlled extensive readingcould be as effective as intensive reading in expanding vocabulary knowledge ofIranian EFL learners. To this end, 70 learners were selected based on conveniencesampling. The administration of the proficiency test enabled the researchers to select60 homogeneous students. Subsequently, the two groups were randomly assigned tocontrol and experimental groups. The experimental group learned vocabulary with theaid of extensive reading and subsequent in-class activities; while the control grouplearned vocabulary through intensive reading in the classroom context. A word listbefore the treatment ensured the researchers that the target words were unfamiliar forthe learners. After the treatment, a vocabulary posttest was administered to checkvocabulary knowledge of the participants. Moreover, a questionnaire (Cohen &Dörnyei, 2001) was administered to compare students’ motivation in the groups. Finally,a MANOVA was run to analyze the data. The results led to the conclusion thatcontrolled extensive reading had a statistically significant impact on EFL learners`vocabulary knowledge and motivation.
