A comparative study on comprehension level and attitudes of field-dependent and independent EFL learners in two different modes of reading: Assisted and unassisted-reading

Abstract

Among EFL (English as a Foreign Language) classroom reading practices, Assisted-Reading or Reading-Aloud to students seems to remain unsung prominently within the past few decades. Correspondingly, the extant literature on reading skill appears yet far from a convincing account for this neglected classroom practice since there is a dearth of empirical work. Thus, the present study aims at finding out comprehension level and attitudes of EFL (English as a Foreign Language) learners in two different modes of reading: assisted-reading and unassisted-reading. Secondly, the study also probes into the relationship of cognitive style (field in/dependent) as well as gender with EFL learners' comprehension level in assisted-reading and unassisted reading. The sample of the study consisted of 112 (field-dependent= 55 and field-independent= 57) undergraduate EFL learners. The participants read 22 texts, 11 assisted and 11 unassisted, within two months of period. In addition, the participants answered an Assisted-Reading Attitude Scale (ARAS), which was developed by the researcher. Last but not least, individual and focus group interviews were conducted with the participants on a voluntary basis. For quantitative data analysis, numerous statistical tests were administered in SPSS and content analysis was used to analyze the qualitative data. Conjointly, statistically significant difference between students' scores in assisted and unassisted-reading (silent) was observed. Likewise, participants' assisted-reading comprehension scores showed statistically significant difference with regards to gender. However, no statistically significant difference emerged in field-dependent and field-independent participants' reading comprehension scores. Furthermore, the results obtained from the ARAS scores revealed that the majority of the students developed positive attitudes towards assisted-reading experience though assisted-reading comprehension scores did not correlate with their attitudes. Results and pedagogical implications are further discussed in the study.