The Application of IRF Discourse Model on EFL University Students in Reading Comprehension
Salwan Maulood Dawood
University of Tikrit / College of Education for Women
Amra Ibrahim Sultan
University of Tikrit / College of Art /Department of English
DOI: https://doi.org/10.25130/lang.8.1.15
Keywords: IRF Discourse Model, Reading Comprehension
Abstract
This study aims at finding out the application of IRF discourse model on EFL University students' in reading comprehension (RC). To achieve the aim of the study, a quasi-experimental nonrandomized control, pretest-posttest design is employed. Two groups are randomly selected from the second class in College of Education for Women during academic year (2021-2022). The sample of the study included (60) students divided into (30) for control and (30) for experiment. The two groups are submitted to the same pretest in RC to ensure equivalence. Then the first group is taught according to of IRF discourse model, whereas the second group is taught according to the conventional method. After achieving the validity of the test, a pilot study is conducted to (30) students of College of Education for Humanity. Then the two groups are subjected to the same achievement post-test in RC. The data are analysed statistically that show that there are statistically significant differences between groups in achievement post-tests of RC, in favour of the experimental group.
References
Ahmed, Muayyaad, M. (2001). The effect of brainstorming teaching reading comprehension in English to university Students. [Un Published Ph.D. Dissertation ]. University of Baghdad.
Al-Akraa, Sarab (2013). Teaching English in Iraq: an analysis of an EFL Textbook. [Un Published M.A. Thesis]. University of Central Florida.
Alexaer, Patricia. A. & Murphy, P. K. (1998). The research base for APA’s learner-centered psychological principles. In N. Lambert & B. McCombs (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools (pp. 33–60). American Psychological Association.
Al-Jarrah, Hamza & Ismail, Nur Salina (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 8(7):32-43. https://doi.org/10.5539/ijel.v8n7p32
AL-Samarrai, Intisar, I. (2003). The effect of using certain teaching techniques on overcoming linguistic difficulties faced by post graduate students in comprehending scientific Texts. [Un Published Ph.D. Dissertation]. University of Baghdad.
Alyousef, Hesham, S. (2006). Teaching reading comprehension to ESL/EFL learners. Language Learning Journal, 5(1), 143-154. Retrieved fromhttp://www.readingmatrix.com/articles/alyousef/article.pdf
Amon, Magee, G (2020). Spoken discourse analysis of an adult EFL classroom in Japan. The annals of Gifu Shotoku Gakuen University. Faculty of Foreign Languages, (59),107-123, http://id.nii.ac.jp/1550/00002286/
Bachman, Lyle, F (1990). Fundamental consideration in language testing. Oxford University Press.
Bacus, Remedios & Alda, Rivika (2023). English language exposure & literacy rate toward language proficiency: A cross-country analysis. World Journal of English Language, 13 (5), 213-220. URL: https://doi.org/10.5430/wjel.v13n5p213
Best, J. & Khan, J. (2008). Research in Education (10thed.). Private Limited.
Christie, F. (2002). Classroom discourse analysis: Functional perspective. Continuum.
de Boer, M. (2007). A discourse model for collaborative learning: The discourse of scaffolding & social interaction in the V-task. (Birmingham University TEFL/TESL ODSL Module 4 assignment). Available at https://www.birmingham.ac.uk/documents/collegeartslaw/cels/essays/csdp/essaybankmod4cockayne.pdf
Depalina, S. (2019). Contextual guessing technique in reading English. Journal for Teaching & Learning, 7 (1), 29 - 44. Available at http://jurnal.iain-padangsidimpuan.ac.id/index.php/EEJ
Dong, Y.; Tang, Y.; Chow, W., Bonnie Wing-Y.; Wang,W.; & Dong, Wei-Y.(2020). Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis front. Psychol. 11:525369. doi: 10.3389/fpsyg.2020.525369
Elbro, Carsten & Buch-Iversen, Ida (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435-452.
Eskey, David E. (2005). Reading & the teaching of L2 reading. TESOL Journal, 11 (1), 5-9.
Fries, C. (1963). Linguistics & reading. Rinehart & Winston.
Fung, Loretta Po-yin (2003). The use & teaching of discourse markers in Hong Kong: students' production & teachers' perspectives.[Un Published Ph.D. Dissertation].University of Nottingham.
Gilakjani, Abbas, P. & Sabouri, Narjes, B. (2016). A study of factors affecting EFL learners? Reading comprehension skill & the strategies for improvement. International Journal of English Linguistics; 6 (5),180-187.
Ginting, Siti, A. (2017). The importance of opening moves in classroom interaction. Advances in Language & Literary Studies, 8 (6),7-11. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.7
Hall, S. (1980). Encoding/decoding. In S. Hall, D. Hobson, A. Lowe, & P. Willis (Eds.). Hutchinson.
Hattan, C., Singer, L. M., Loughlin, S., & Alexander, P. A. (2015). Prior knowledge activation in design & in practice. Literacy Research: Theory, Method, & Practice, 64: 478–497.
Hussein, Nadia, Majeed (2011). The effect of pre-reading strategies on performance EFL reading comprehension. [Un Published M.A. Thesis] University of Baghdad.
Ismaeel, Ibtihaj Qassim (2021). The effect of using engage, study and activate strategy on EFL students' achievement. [Un Published M.A Thesis]. University of Tikrit.
Ivanov, Sergej (2009). Discourse analysis in EFL reading. [Un Published M.A. Thesis]. University of Malmo.
Jonassen, D. H., & Grabowski, D. L. (1993). Handbook of individual differences, learning, and instruction. Lawrence Erlbaum Associates.
Jones, S. (2009). Application of the Sinclair & Coulthard discourse model to a Korean university English conversation course. Journal of Caring Sciences. 4(2), 165-178 doi:10.15171/jcs.2015.017 http:// journals.tbzmed.ac.ir/ JCS.
Khabiri, Mona & Hajimaghsoodi, Arezoo (2012). The effect of discourse analysis-based instruction on Iranian EFL learners’ reading comprehension. American Journal of Scientific Research. (66) 23-36. https://www.researchgate.net/publication/334454848
Khodashenas, M. R., Amouzegar. E. (2013). The effect of using mall on Iranian EFL Learners' Vocabulary Learning. International Journal of Language Learning & Applied Linguistics World (IJLLALW), 4(2), 51-58.
Kis, Or. ; Földi, F.; Jakab, K.; Klivényi, P. & Steklács, J. (2023). The role of working memory in adult aphasic reading comprehension. doi:10.20944/preprints202304.1272.v1
Koda, K. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge University Press.
Krenca, K.; Cain, K.; Marinova-Todd, S. & Chen, X. (2023). The role of comprehension monitoring in predicting reading comprehension among French immersion children. Scientific Studies of Reading https://doi.org/10.1080/10888438.2023.2196022
Kumpulainen, K.; Hmelo-Silver, Cindy, E., César, M. (2009). Investigating classroom interaction methodologies in action. Sense Publishers.
Kusumawati, Eny & Widiati, Utami (2017). The effects of vocabulary instructions on students’ reading comprehension across cognitive styles in ESP. Journal of Education & Practice,8, (2), 175-184.
Kusumawati, Eny & Widiati, Utami (2017). The effects of vocabulary instructions on students’ reading comprehension across cognitive styles in ESP. Journal of Education & Practice,8, (2), 175-184.
Lezberg, Amy & Hilferty, Ann (1978). Discourse analysis in the reading class. TESOL Quarterly, 12 (1), 47-55 https://doi.org/10.2307/3585790
Linares , Roc & Pelegrina, Santiago (2023). The relationship between working memory updating components & reading comprehension. https://doi.org/10.1007/s10339-023-01127-3
Lomotey, Ch., F & Gyima-Aboagye, G,E.(2021). The IRF exchange as A pedagogical tool: A study of ESL Classroom in Pokuase Township, Ghana. European Journal of English Language Teaching, 9(6): 121-148. Available at: www.oapub.org/edu. DOI: 10.46827/ejel.v6i5.3889
Mackay, Alison (2012). Input, interaction & corrective feedback in L2 learning. Oxford University Press.
Maghfur, B. (2021). A classroom discourse analysis of teacher-students interaction: A case study on Sinclair & Coulthard’s model at Madrasah Tsanawiyah NU 15 Jurangagung. Journal of English Language & Pedagogy, 4(1), 40-47. doi: http://dx.doi.org/10.36597/jelp.v4i1.9272
McCarthy, Kathryn, S., & McNamara, Danielle, S. (2021). The multidimensional knowledge in text comprehension framework. Educational Psychologist. Advanced online publication.
McCarthy, M.J. (2010). Discourse analysis for language teachers. Cambridge University press.
McNamara, Danielle S. (2007). Reading comprehension strategies: Theories, interventions, & technologies. Lawrence Erlbaum Associates Publishers.
Moghaddam, Mostafa, Morady (2022). Exploring advanced EFL learners’ awareness of communication strategies. Australian Journal of Applied Linguistics, 5(2), 64-76. https://doi.org/10.29140/ajal.v5n2.686
Mohammed, Hawa. (2020). The Effect of discourse analysis informed instruction on developing high school learners reading comprehension. International Journal of Secondary Education, 8 (2), 20-26. https://doi: 10.11648/j.ijsedu.20200802.11
National Reading Panel (2002). Teaching Children to read: An Evidence-based assessment of the scientific research literature on reading & its implications for reading instruction. Available at https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Okura, Eve K.(2011). A Study of the correlation between working memory & second language EI test scores. [Un Published Ph.D. Dissertation]. Brigham Young University.
Paltridge, Brian (2012). Discourse Analysis (2nded.). Bloomsbury.
Paterson, David (2008). Analysing classroom discourse using the Sinclair/Coulthard model. Available at: https://core.ac.uk/download/pdf/230511931.pdf
Pearson, P. David & Cervetti, Gina. N. (2017). The roots of reading comprehension instruction. In S. E. Israeli (Ed.), handbook of research on reading comprehension. The Guilford Press.
Saswati, Risna (2018). Analysis of classroom interaction using IRF pattern: A case study of EFL conversation class. Journal of English Language Teaching, 3, (1).
Schmitt, Norbert & Rodgers, Michael P.H. (2020). An introduction to applied linguistics third edition. Routledge.
Schmitt, Norbert (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Seedhouse, P. (2011). Conversation Analytic Research into Language Teaching & Learning, in Hinkel, E. (Ed.). The Handbook of Research in Second Language Teaching & Learning. Routledge.
Setiyadi, Ag., Bambang, Sukirlan, Muhammad & Mahpul (2018). Language skills preparing materials & selecting techniques. Graha Ilmu.
Shaban, L. (1985). Using an improved translation technique in teaching reading & writing skills at the university level to Journalism Students in Iraq.[Un Published M.A. Thesis]. University of Baghdad.
Shahaji, Nurtimhar, Adil (2021). Classroom discourse analysis: A case of ESL reading class. International Journal of Language & Literary Studies, 3(2):156-165 https: // doi.org/10.36892/ijlls.v3i2.368
Si, Caixia (2017). Contrastive analysis of primary school & college classroom talks: The Sinclair-Coulthard "Birmingham" model approach. Advances in Social Science, Education & Humanities Research, volume 40.3rd International Conference on Education, Language, Art & Inter-cultural Communication.
Sinclair, J. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers & pupils. Oxford University Press.
Sinclair, J. & Coulthard, M. (1992). Towards an analysis of discourse. In Coulthard, M. advances in Spoken discourse Analysis. Routledge.
Talwar, A., Tighe, E. L., & Greenberg, D. (2018). Augmenting the simple view of reading for struggling adult readers: A unique role for background knowledge. Scientific Studies of Reading, 22(5), 351-366. https://doi.org/10.1080/10888438.2018.1450410
Tamrackitkun, Kamonnat (2010). Extensive Reading: An empirical study of it's effects on EFL Thai students’ reading comprehension, reading fluency & attitudes. [Unpublished Ph.D. Dissertation] University of Salford.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education Limited.
Toyama, Yukie, Hiebert, Elfrieda H. & Pearson P. David (2017). An analysis of the text complexity of leveled passages in four popular classroom reading assessments. Routledge. https://doi.org/ 10.1080/10627197.2017.1344091
Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2020). The contribution of general language ability, reading comprehension & working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study. International Journal of Bilingual Education & Bilingualism, 23(4), 473-487. https://doi.org/10.1080/13670050.2017.1373742
Wenquan, Wang (2009). Application of discourse analysis in college reading class. Retrieved from http://www.scribd.com/doc/40905618/APPLICATION-OF-DISCOURSE-ANALYSISIN- COLLEGE-READING-CLASS.
Woolley, Gray (2011). Reading comprehension: Assisting children with learning difficulties. Brisbane.
Yi, X., & Zhang, D. (2006). A psychological analysis of English reading difficulty of Chinese college learners. AARE (Australians Association for Research in Education) annual conference,2006.
Zamanzadeh, V.; Ghahramanian, A. Rassouli; Maryam, A., Abbas; AlaviMajd, H. & Nikanfar, A. (2015). Design & implementation content validity study: Development of an instrument for measuring patient-centered communication. Journal of Caring Sciences. 4(2): 165-178. doi:10.15171/jcs.2015.017 http:// journals.tbzmed.ac.ir/ JCS.
Zeng, Zhengping (2021). Arousing the discourse awareness in college English reading class. English Literature and Language Review, 7(1): 1-4. Available at URL: https://arpgweb.com/journal/journal/9
Zhang, L. J. & Annual, S.B. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. Regional Language Centre Journal, 39 (1), 51-76.
