چكيده فارسي :
The present study was an attempt to investigate the effect of teaching Collaborative Strategic Reading (CSR) on the reading comprehension of English as a Foreign Language (EFL) learners. To fulfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19 years old (Mage = 18), attending English classes at Iran Language Institute (ILI) took a piloted sample of the PET as a proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two groups of experimental and control. All the classes of the two groups were instructed by the same teacher (the researcher) using the same material. The only difference was that the CSR group received CSR strategy training based on Klingner, Vaughan, and Schumm s model (2001) while the control group received a common teaching program. At the end of the training, another piloted PET reading test was administered as the posttest. The analysis of the scores revealed that the experimental group performed statistically better in their posttest which means that an increase in students’ performance in reading comprehension, due to the effect of CSR, was occurred. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.
