摘要：Reading in foreign language learning has an important place. While the advances in L1 reading comprehension have led us to gain a more comprehensive picture of the nature of reading, the similar studies in L2 context have not had the same impact. Furthermore, the fact that the majority of Iranian second language (L2) learners have been taught by traditional methods has compounded the problem. To unravel the aforementioned dilemma, this study was conducted to find out the effect of cooperative strategies versus visualization on Iranian English as a foreign language (EFL) students' reading comprehension. In order to carry out the study, 45 female EFL learners, with the age range of 17 to 18 were chosen and after administering the pretest, they were assigned to two experimental groups (visualization and cooperative strategies) and one control group. A predominantly quantitative approach coupled with quasi-experimental design was used. After the treatment, a posttest was given to all groups. The meticulous analysis of data using paired t test and One-Way ANCOVA indicated that the participants in cooperative group outperformed the students in visualization group on reading comprehension test. It also revealed that conventional teaching approach did not have any significant effect on students’ performance in control group. This study offered some implications for teachers and course developers.
其他摘要：Reading in foreign language learning has an important place. While the advances in L1 reading comprehension have led us to gain a more comprehensive picture of the nature of reading, the similar studies in L2 context have not had the same impact. Furthermore, the fact that the majority of Iranian second language (L2) learners have been taught by traditional methods has compounded the problem. To unravel the aforementioned dilemma, this study was conducted to find out the effect of cooperative strategies versus visualization on Iranian English as a foreign language (EFL) students' reading comprehension. In order to carry out the study, 45 female EFL learners, with the age range of 17 to 18 were chosen and after administering the pretest, they were assigned to two experimental groups (visualization and cooperative strategies) and one control group. A predominantly quantitative approach coupled with quasi-experimental design was used. After the treatment, a posttest was given to all groups. The meticulous analysis of data using paired t test and One-Way ANCOVA indicated that the participants in cooperative group outperformed the students in visualization group on reading comprehension test. It also revealed that conventional teaching approach did not have any significant effect on students’ performance in control group. This study offered some implications for teachers and course developers.
