Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes
This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of...
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2017-04-01
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doaj-56b6a8588d1848df98ab7f5cc64131082020-11-25T04:07:47ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942017-04-01611158310.22054/ilt.2017.84208420Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based ClassesFarnoosh Karimi0Zohreh Nafissi1Ph.D. Candidate, Alzahra University, Tehran, IranAssistance Professor, Alzahra University, Tehran, IranThis article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate freshmen majoring in English Language Teaching. The comparison group had to present their projects based on the reading passages of the book "Active" (L2 culturally-oriented texts) and the experimental group had to deliver their projects based on their L1 and L2 culturally-based reading texts designed by the researcher. Reading comprehension self-efficacy scale, foreign language reading anxiety scale, and the reading section of the Michigan Test (1998) were administered to students as pre-tests and post-tests at the beginning and at the end of one academic year consisting of two project-based reading courses. ANCOVA was utilized for analyzing the data. The results indicated that although in both groups significant improvements were observed regarding the three aforementioned variables, it was the experimental group that showed significantly less degrees of anxiety, compared to the comparison group. However, no differences regarding reading self-efficacy and reading proficiency were observed between the two groups. The findings of this study suggest that EFL teachers, material developers and syllabus designers can take advantage of cultural familiar texts when generating their own learning materials.https://ilt.atu.ac.ir/article_8420_dfd71cfe2096cbf9e0a536a3b551067b.pdfculturally-oriented textsforeign language reading anxietyreading comprehension self-efficacyreading proficiencyproject-based learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Farnoosh Karimi Zohreh Nafissi |
spellingShingle |
Farnoosh Karimi Zohreh Nafissi Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes Issues in Language Teaching culturally-oriented texts foreign language reading anxiety reading comprehension self-efficacy reading proficiency project-based learning |
author_facet |
Farnoosh Karimi Zohreh Nafissi |
author_sort |
Farnoosh Karimi |
title |
Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes |
title_short |
Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes |
title_full |
Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes |
title_fullStr |
Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes |
title_full_unstemmed |
Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes |
title_sort |
effects of different culturally-based materials on efl learners’ reading anxiety, reading self-efficacy, and reading proficiency in project-based classes |
publisher |
Allameh Tabataba'i University Press |
series |
Issues in Language Teaching |
issn |
2322-3715 2476-6194 |
publishDate |
2017-04-01 |
description |
This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate freshmen majoring in English Language Teaching. The comparison group had to present their projects based on the reading passages of the book "Active" (L2 culturally-oriented texts) and the experimental group had to deliver their projects based on their L1 and L2 culturally-based reading texts designed by the researcher. Reading comprehension self-efficacy scale, foreign language reading anxiety scale, and the reading section of the Michigan Test (1998) were administered to students as pre-tests and post-tests at the beginning and at the end of one academic year consisting of two project-based reading courses. ANCOVA was utilized for analyzing the data. The results indicated that although in both groups significant improvements were observed regarding the three aforementioned variables, it was the experimental group that showed significantly less degrees of anxiety, compared to the comparison group. However, no differences regarding reading self-efficacy and reading proficiency were observed between the two groups. The findings of this study suggest that EFL teachers, material developers and syllabus designers can take advantage of cultural familiar texts when generating their own learning materials. |
topic |
culturally-oriented texts foreign language reading anxiety reading comprehension self-efficacy reading proficiency project-based learning |
url |
https://ilt.atu.ac.ir/article_8420_dfd71cfe2096cbf9e0a536a3b551067b.pdf |
work_keys_str_mv |
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