-to investigate the effectiveness of STAD and GI in improving college students’ reading comprehension achievement
Research Questions 1 2 If so, which one is more effective? Are there any differences in terms of reading comprehension quality between EFL learners who are instructed according to the CI and those with whom the techniques CL are utilized?
Research Questions 3 Would the use of STAD or GI yield any differences in students’ gains in reading comprehension?
Conceptual Framework 1 2 3 4 STAD Listen to teacher’s explanation of material Work in mixed groups to complete activities or worksheets Take individual quizzes Recognize the team achievement (Ghaithe, 2004)
Participants Participants 90 female students chosen from 140 students in Dehdasht Taken from General English course Dehdasht South West of Iran College level students Level: Pre-intermediate B E C D A
Instruments Nelson Battery-section 300A (r= .75) Standardized reading comprehension test ( r= .73) Teacher-made test 1 Teacher-made test 2
Procedure of the study Nelson English Language Proficiency Test STAD group ( 30 subjects) GI group ( 30 subjects) CI group ( 30 subjects)
Procedure of the study STAD group GI group CI group
the same teacher
2 . Two month
3. 45 minutes reading
period for each
Procedure of the study STAD group GI group CI group Receive STAD instruction Receive GI instruction Teachers’ lecture Individual quizzes Individual practice Post-test Nelson English Language Proficiency Test Group presentation
Methodology One-way ANOVA to examine the difference among the participants’ score on the Nelson English Language Proficiency Test to examine whether or not the observed differences among the participants’ mean on the post-test were statistically significant
Methodology Post hoc Scheffe test to determine where precisely the significance lay