ERIC Number: EJ1470858
Record Type: Journal
Publication Date: 2025
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1079-0195
EISSN: EISSN-2332-7413
Available Date: 0000-00-00
Learning Mode and Bias in the Application of Reading Strategies: A Comparative Study between Conventional and Distance Education
Elahe Moradi1; Zargham Ghabanchi1
Journal of College Reading and Learning, v55 n1 p41-62 2025
The present study scrutinized Iranian EFL learners' mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test along with a reading strategies scale. Next, Rasch model-based Differential Item Functioning (DIF) analysis was employed to analyze the data. The results of a Rasch analysis showed that the reading strategies scale functioned in the same way for the distance and conventional learners and there was no significant difference between the cognitive and metacognitive strategies used by Iranian EFL distance and conventional learners. Thus, it was concluded that the learning mode did not provoke any bias in the application of reading strategies among Iranian EFL learners. The ascending order of the cognitive and metacognitive strategies used by Iranian EFL learners was comprehending, memory, retrieval and planning, evaluation, monitoring, respectively. In the end, the findings were discussed and implications were provided.
Descriptors: Reading Strategies, Reading Instruction, Conventional Instruction, In Person Learning, Distance Education, Teaching Methods, Instructional Effectiveness, Metacognition, Learning Processes, Reading Processes, Second Language Learning, English (Second Language), Foreign Countries, Item Response Theory, Cognitive Style, Bias, Reading Comprehension, Reading Tests, Test Items
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of English, Ferdowsi University of Mashhad, Mashhad, Iran