The Impact of Explicit Instruction of Top-Down Reading Strategies on Reading Comprehension of Introvert vs. Extrovert Intermediate EFL Learners

The Impact of Explicit Instruction of Top-Down Reading Strategies on Reading Comprehension of Introvert vs. Extrovert Intermediate EFL Learners

Author(s) by Amir Reza Nemat Tabrizi, Zeinab Rajabi
Pages 85-97
Keywords Reading Comprehension, Top-down Processing, Introvert Learners, Extrovert Learners
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Abstract


The present study aimed at investigating the effect of top-down processing on the reading comprehension of extrovert and introvert intermediate Iranian EFL learners. To pursue the purpose of the study, one hundred EFL learners (n=100) were selected randomly out of a total number of one hundred fifty (n=150) intermediate learners at Kermans Mehr English language school; based on their scores on Nelson reading proficiency test. The participants were categorized into 4 subgroups based on Eysenck Personality Inventory (EPI) consisting of two intermediate introvert groups (one control and one experimental) and two intermediate extrovert learners (one control and one experimental) with twenty five (n=25) participants in each group. A piloted researcher- made reading test was administered as a posttest of reading after 10 sessions of treatment. To check the hypotheses of the study, the scores of four groups were compared using independent samples t-test and two-way ANOVA. The results approved that top-down processing instruction had a significant positive effect on reading comprehension of both introvert and extrovert Iranian EFL intermediate learners. In addition, more or less, introvert and extrovert learners benefited the same. Eventually, the findings of the study could be used by EFL teachers who aim at enhancing EFL learners reading skill and educational systems which are concerned with matched and mismatched classes in terms of learning styles.

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