The Effect of Using Instructional Conversation Method on Reading Comprehension of Iranian EFL Learners

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Nader Assadi Aidinlou 1,* Shafagh Tabeei 2

1. Department of English Language and Linguistics, IAU, Ahar Branch Authorized translator, Iran

2. Department of Humanities, University of Ahar, Iran

* Corresponding author.


Received: 17 May 2012 / Revised: 12 Jun. 2012 / Accepted: 13 Jul. 2012 / Published: 8 Sep. 2012

Index Terms

Instructional conversation method, Traditional method, Reading comprehension


The present study mainly focused on the impact of Instructional Conversation (IC) method on reading comprehension of Iranian intermediate high school learners. To accomplish the study,71 high school learners studying English. In order to determine their homogeneities in reading comprehension, a reading comprehension test was given to them. Then they based on their own scores, 45 students assigned two experimental groups and one control group, each include 15 students. Control group are taught through the traditional method, first experimental group are taught through Instructional Conversation method and second experimental group received Instructional Conversation with traditional method. After instruction, a post-test was given to them. The findings reveled differences in the performance of the three groups of the study. Based on the result of these study, adopting integrated approach (instructional conversation method plus traditional method) is more useful for increasing reading comprehension of the students.

Cite This Paper

Nader Assadi Aidinlou, Shafagh Tabeei, "The Effect of Using Instructional Conversation Method on Reading Comprehension of Iranian EFL Learners", International Journal of Modern Education and Computer Science(IJMECS), vol.4, no.9, pp.45-51, 2012. DOI:10.5815/ijmecs.2012.09.06


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