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- Title
The Effect of Learning a CDA Model on Promoting EFL Undergraduates' Reading Comprehension Ability across Different Proficiency Levels.
- Authors
Najarzadegan, Sahar
- Abstract
The current research explored the effect of learning a model of critical discourse analysis (CDA) on the performance of university students' reading comprehension across different levels of proficiency. Through Oxford Placement Test, 96 EFL undergraduates participating in this study were divided into three various levels of language proficiency. A journalistic reading comprehension test selected from a series of TOEFL tests were administered to all of them as a pretest. They received the same test after a treatment of van Dijk's model instruction in the class. The analysis of results of the posttest through one-way ANCOVA showed that CDA positively affects learners' reading comprehension. Then, a post hoc comparison applying the Bonferroni test clarified that the highly proficient group performed significantly different from the low and mid proficiency groups. Also, the mid proficiency group significantly differed from the low one. Taken together, these findings suggested that CDA training had an effect on L2 learners' reading comprehension for high and mid groups. So proficiency of the language learners has a direct role in the extent to which boosting knowledge on a model of critical discourse analysis can promote students' reading comprehension ability. The outcome of this research can inspire the curriculum designers as well as the teachers to include critical discourse analysis techniques not only in teacher training courses but also in language learners' textbooks.
- Subjects
TEST of English as a Foreign Language; CRITICAL discourse analysis; ENGLISH language ability testing; UNDERGRADUATE education; PRE-tests &; post-tests; CURRICULUM planning
- Publication
Journal of Modern Research in English Language Studies, 2022, Vol 9, Issue 4, p75
- ISSN
2676-5357
- Publication type
Article
- DOI
10.30479/jmrels.2022.15612.1905