The Role of Engaged Reading in Conceptual Learning from Text and Reading Comprehension of EFL Learners: A Modeling Approach

dc.creator	Khalil Motallebzadeh
dc.creator	Islamic Azad University
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:25Z
dc.date.available	2015-08-12T11:20:25Z
dc.identifier	1305-578X
dc.identifier	https://doaj.org/article/93e4ecfecd5c451999c8524d4c6ffa9e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28250
dc.description	Problem Statement: This paper investigates the relationships between EFL learners' level of reading engagement and their conceptual knowledge from text and reading proficiency.Methods: In the first phase, non–modeling approach, the research questions were explored through traditional correlation and regression analyses.Findings and Results: The findings of this part show that reading engagement has a statistically significant relationship with reading proficiency and conceptual knowledge. Meanwhile, no consensus was fund between students' and their teachers' perspectives concerning the students' level of reading engagement; this provided the ground for the second phase of this research. In the second phase, modeling approach was employed to examine the relationship between QMRI, showing students’ level of reading engagement from their own perspectives, and REI, illustrating students' level of reading engagement from their teachers’ viewpoints, through structural equation modeling. Having analyzed the data through LISREL, the researchers found no significant relationship between QMRI and REI, confirming findings of the first phase.Conclusions and Recommendations: The results of this study might make the educators become increasingly interested in the role that reading engagement can play in the growth of academic achievement. It is also believed that reading engagement itself serves to increase the achievement differences among students.
dc.language	English
dc.language	Turkish
dc.publisher	Journal of Language and Linguistic Studies
dc.relation	http://www.jlls.org/Issues/Volume%207/No.2/53-86-motallebzadeh.pdf
dc.relation	https://doaj.org/toc/1305-578X
dc.source	Journal of Language and Linguistic Studies, Vol 7, Iss 2, Pp 53-86 (2011)
dc.subject	Conceptual press
dc.subject	Autonomy support
dc.subject	engaged reading
dc.subject	Conceptual learning
dc.subject	Structural Equation Modeling (SEM)
dc.subject	LISREL
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Role of Engaged Reading in Conceptual Learning from Text and Reading Comprehension of EFL Learners: A Modeling Approach
dc.type	article