Examing the Effect of a Learning-centered Reading Instruction on Iranian Students’ Reading Comprehension: An Action Research

Abstract

This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters’ learning-centered approach, some useful techniques were applied to develop a specific English reading instruction. The participants, within the age range of 18-22, included 50 students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of necessary techniques in English teaching contexts.