Volume 10, Issue 4 (12-2025)
IJREE 2025, 10(4): 17-34 |
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Montashery I. (2025). Implementing Web-based Hypertext for Teaching Reading Skill to Iranian Intermediate EFL Learners. IJREE. 10(4),
URL: http://ijreeonline.com/article-1-1045-en.html
URL: http://ijreeonline.com/article-1-1045-en.html
Department of English Language Translation, La.C., Islamic Azad University, Lahijan, Iran
Abstract: (50 Views)
Objective: Having in mind to address and have contributions regarding the reading comprehension, this study focuses on using hypertext reflection on the reading comprehension of Iranian Intermediate EFL learners.
Methods: In this study, 60 participants were assigned into one control group and an experimental group. While the experimental group was treated with hypertext reading texts, the control group was exposed to conventional method.
Results: Based on the quantitative results obtained in the participants’ pretest and post-test scores, participants’ reading comprehension was measured before and after the treatment. Quantitative findings of the study highlighted the outperformance of the experimental group in comparison with the control one regarding hypertext reflection on the reading comprehension of Iranian EFL intermediate learners.
Conclusion: The results and findings of the statistical analyses run indicated that the experimental group significantly outperformed the control group after the treatment revealing that the instruction was quite successful in helping the participants to improve their reading comprehension. The implication of the current research could pave the way for instructors and curriculum designers to include hypertext as a significant element in enhancing Iranian EFL learners’ reading comprehension.
Methods: In this study, 60 participants were assigned into one control group and an experimental group. While the experimental group was treated with hypertext reading texts, the control group was exposed to conventional method.
Results: Based on the quantitative results obtained in the participants’ pretest and post-test scores, participants’ reading comprehension was measured before and after the treatment. Quantitative findings of the study highlighted the outperformance of the experimental group in comparison with the control one regarding hypertext reflection on the reading comprehension of Iranian EFL intermediate learners.
Conclusion: The results and findings of the statistical analyses run indicated that the experimental group significantly outperformed the control group after the treatment revealing that the instruction was quite successful in helping the participants to improve their reading comprehension. The implication of the current research could pave the way for instructors and curriculum designers to include hypertext as a significant element in enhancing Iranian EFL learners’ reading comprehension.
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