Document Type : Research Paper
Authors
1 Department of English Language Teaching, Hidaj-Branch, IAU, Hidaj, Iran.
2 English Teaching, English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 English Teaching Department, Al-Imam Al-Adam University, Baghdad, Iraq
4 English Teaching Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract
The present investigation tries to discover if the use of authentic and simplified literary texts could improve learners’ reading achievement, and then check if the impacts of these two types of texts on the learners’ reading were significantly different. Employing a quasi-experimental design, the researchers included ninety high school students in the data collection process. These students were taught in three groups including two experimental and one control, comparing the two types of literary texts with the usual course materials. Using pre-tests and post-tests scores, the learners' performance was compared, then t-test and ANOVA were employed to analyze the significance of the differences found between the means. It appeared that the use of literary texts could assist high school learners improve their performance in reading compared to the use of usual course materials. The findings further confirmed that the use of simplified literary texts could improve the learners’ reading better than the authentic literary texts. Based on the findings, Literature-based language teaching has the the potential to change and improve language teaching programs through presenting on-demand and productive teaching materials and add to learners’ life awareness besides the language knowledge.
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