2018 IJRSLL – Volume 7 Issue 4
Applied Linguistics, Brock University, St. Catharines,
ON, Canada (email@example.com)
Islamic Azad University, North Tehran Branch, Iran (firstname.lastname@example.org)
This study investigated the relationship between Iranian elementary EFL learners’ reading strategy instruction and their performance on different reading comprehension test types. In addition, it studied the differences among these learners’ reading strategy preferences based on their personality types. A total of 60 Iranian EFL learners at the elementary level within the range of 15-30 years old were selected from among 100 participants. The participants were then divided into two groups of control (n=30) and experimental (n=30). Subsequently, reading strategies were taught to the experimental group during ten sessions. The findings indicated that reading strategies instruction had a significant impact on reading comprehension of the participants in the experimental group at the end of the treatment. These participants of different personality types did better in post-test of CL-test and multiple-choice test. Additionally, analysis of the results showed that participants tended to use meta-cognitive reading strategies more than cognitive and support strategies.
Keywords: reading comprehension; reading strategies; EFL