Soleimani Habib, Mohammaddokht Farnoosh, Fathi Jalil
Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran.
Front Psychol. 2022 Feb 18;13:851812. doi: 10.3389/fpsyg.2022.851812. eCollection 2022.
The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 45 intermediate EFL students from two intact classes of a language institute were selected as the participants. The two classes were randomly assigned to an unassisted group ( = 21) who were required to just and an assisted group ( = 24) who were asked to and to 24 short texts several times. The assisted group employed their smartphones to listen to the audio files of the short stories. The data were gathered a researcher-made vocabulary test and vocabulary learning self-efficacy scale. The results of ANCOVA revealed that although both types of repeated reading contributed to enhancing vocabulary learning of the participants, assisted repeated reading led to significantly greater EFL vocabulary gains. Additionally, the findings revealed that both assisted and unassisted repeated reading improved vocabulary learning self-efficacy of the participants and there was not a significant difference between the two types of interventions. The findings of the present study have implications for EFL researchers and practitioners.
本研究的目的是调查两种重复阅读方式（即有辅助和无辅助）对伊朗英语外语学习者附带词汇学习的影响。为此，从一所语言机构的两个完整班级中选取了45名中级英语外语学生作为参与者。这两个班级被随机分为无辅助组（n = 21），他们只需……；以及辅助组（n = 24），他们被要求多次阅读并听24篇短文。辅助组使用他们的智能手机收听短篇小说的音频文件。数据通过研究者编制的词汇测试和词汇学习自我效能量表收集。协方差分析的结果显示，虽然两种重复阅读方式都有助于提高参与者的词汇学习，但有辅助的重复阅读导致英语外语词汇量有显著更大的增长。此外，研究结果表明，有辅助和无辅助的重复阅读都提高了参与者的词汇学习自我效能，并且两种干预方式之间没有显著差异。本研究的结果对外语英语研究者和从业者具有启示意义。
