Comparative Effects of Teacher-Directed and Collaborative Reading on EFL Learners’ Receptive Skills

This study used a pretest-posttest quasi-experimental design to find out the effect of teacher-directed and collaborative reading on Iranian EFL learners receptive skills. To start, 40 EFL intermediate female students within the age range of 15- 17 were selected out of an initial 53 students, based on their performance in an OPT. Then, they were assigned into two groups of teacher-directed and collaborative reading. Both groups took a pretest at the beginning of the study to measure their receptive skills ability and a post-test in the end to check the amount of the effectiveness of the treatments applied. Collaborative group benefitted from Collaborative Strategy Reading (CSR) consisting of preview, click and clunk, get the gist, and wrap up was introduced. In teacher-directed, on the other hand, direct explanation, modeling, and guided practice were used to teach the students how to use the strategies independently. Analysis of the data and the findings revealed that both teacher-directed and collaborative reading affected the learners performance significantly. Moreover, collaborative reading was proved to be a significantly better technique. Teachers, EFL learners, materials developers, and syllabus designers can be the beneficiaries of this inquiry s outcomes.