The Effect of Iranian EFL learners' self-generated vs. group-generated questions on their reading comprehension

Abstract Reading comprehension is one of the most important skill required by the students, especially in the EFL context. So, it is important for the learners to master in reading comprehension skill. One way for improving reading comprehension is through strategy use. In this sense, this study aims at investigating the effect of question-generation strategy on learners reading comprehension. The participants in the study were 33homogeneous intermediate students, from four intact classes. They were randomly divided to two experimental groups and one control group. The participant in all three groups were given reading and writing sub sections of standardized Preliminary English Test (PET) as a pre-test. Students in experimental groups generated questions individually and in group of three but learners in control group did not use this strategy and they answered book questions. The duration of the treatment was ten sessions. After these, reading and writing sub sections of another standardized Preliminary English Test (PET) as a post-test. A quasi-experimental research design was employed. Results of ANOVA revealed that student in the experimental groups using question-generation strategy showed greater achievement in reading comprehension than students in the control group. It was also found that the students in the experimental groups who employed individual/ group question generation strategy did better in reading comprehension. Therefore, it is recommended that EFL teachers can help students to improve their reading comprehension through using question- generation strategy

کلیدواژه ها:

Reading comprehension ، self-generated ، group-generated