The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment

This research in English aims to assess the impact of meaning-focused instruction on the development of reading comprehension and vocabulary knowledge among advanced levelEFL learners. The study focuses on self and peer assessment within a group of students aspiring to pass the IELTS exam. The prima...

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Detalhes bibliográficos
Autor: Zarei Darabi, Narges
Formato: tesis doctoral
Fecha de publicación:2025
País:España
Recursos:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/119364
Acesso em linha:https://hdl.handle.net/20.500.14352/119364
Access Level:acceso abierto
Palavra-chave:028.6(043.2)
Lectura
Reading comprehension
Filología
5505.10 Filología
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spelling The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessmentEl efecto de la instrucción centrada en el significado en el desarrollo de la comprensión lectora y el conocimiento del vocabulario de los estudiantes de inglés como lengua extranjera a la luz de la autoevaluación y co-evaluaciónZarei Darabi, Narges028.6(043.2)LecturaReading comprehensionFilología5505.10 FilologíaThis research in English aims to assess the impact of meaning-focused instruction on the development of reading comprehension and vocabulary knowledge among advanced levelEFL learners. The study focuses on self and peer assessment within a group of students aspiring to pass the IELTS exam. The primary objective is to investigate the effectiveness of meaning-focused instruction in enhancing reading comprehension and vocabulary knowledge among Persian-speaking individuals learning English as a foreign language, with a specific emphasis on their self and peer assessment. The research comprises three groups: an experimental group, subdivided into self-assessment (20 students) and peer assessment (22 students), and a control group (22 students), totaling 64 participants from diverse educational backgrounds. The experimental group follows the method's guidelines for English learning, while the control group does not receive this method. The study seeks to determine whether meaning-focused instruction positively influences reading comprehension and vocabulary knowledge in the context of English as a foreign language learning. Additionally, it explores whether the use of this instructional approach leads to improvements in learners' self and peer evaluation skills. Employing an empirical methodology, the study relies on collected data to provide authentic insights into a real educational context...Universidad Complutense de MadridHidalgo Downing, Raquel ÁngelaUniversidad Complutense de Madrid20252025-04-0820252025-04-08doctoral thesishttp://purl.org/coar/resource_type/c_db06info:eu-repo/semantics/doctoralThesisapplication/pdfhttps://hdl.handle.net/20.500.14352/119364reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/1193642026-06-02T12:44:21Z
dc.title.none.fl_str_mv The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
El efecto de la instrucción centrada en el significado en el desarrollo de la comprensión lectora y el conocimiento del vocabulario de los estudiantes de inglés como lengua extranjera a la luz de la autoevaluación y co-evaluación
title The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
spellingShingle The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
Zarei Darabi, Narges
028.6(043.2)
Lectura
Reading comprehension
Filología
5505.10 Filología
title_short The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
title_full The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
title_fullStr The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
title_full_unstemmed The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
title_sort The effect of meaning-focused instruction on developing reading comprehension and vocabulary knowledge of EFL learners in the light of self and peer assessment
dc.creator.none.fl_str_mv Zarei Darabi, Narges
author Zarei Darabi, Narges
author_facet Zarei Darabi, Narges
author_role author
dc.contributor.none.fl_str_mv Hidalgo Downing, Raquel Ángela
Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 028.6(043.2)
Lectura
Reading comprehension
Filología
5505.10 Filología
topic 028.6(043.2)
Lectura
Reading comprehension
Filología
5505.10 Filología
description This research in English aims to assess the impact of meaning-focused instruction on the development of reading comprehension and vocabulary knowledge among advanced levelEFL learners. The study focuses on self and peer assessment within a group of students aspiring to pass the IELTS exam. The primary objective is to investigate the effectiveness of meaning-focused instruction in enhancing reading comprehension and vocabulary knowledge among Persian-speaking individuals learning English as a foreign language, with a specific emphasis on their self and peer assessment. The research comprises three groups: an experimental group, subdivided into self-assessment (20 students) and peer assessment (22 students), and a control group (22 students), totaling 64 participants from diverse educational backgrounds. The experimental group follows the method's guidelines for English learning, while the control group does not receive this method. The study seeks to determine whether meaning-focused instruction positively influences reading comprehension and vocabulary knowledge in the context of English as a foreign language learning. Additionally, it explores whether the use of this instructional approach leads to improvements in learners' self and peer evaluation skills. Employing an empirical methodology, the study relies on collected data to provide authentic insights into a real educational context...
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-04-08
2025
2025-04-08
dc.type.none.fl_str_mv doctoral thesis
http://purl.org/coar/resource_type/c_db06
dc.type.openaire.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/119364
url https://hdl.handle.net/20.500.14352/119364
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Complutense de Madrid
publisher.none.fl_str_mv Universidad Complutense de Madrid
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812455

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