Developing Iranian EFL Learner's Reading Skill through Web 2.0 Tools, Using Differentiated Instruction Strategy Kaviany Kousar*, Khany Reza**,1, Gowhary Habib*** *M.A Student, Department of English Language Teaching, Ilam Science and Research Branch, Islamic Azad University, Ilam, Iran **Ph.D. in Applied Linguistics, English Language Teaching Department Ilam University, Ilam, Iran ***Assistant professor of linguistics, Department of English Language Teaching, Ilam Science and Research Branch, Islamic Azad University, Ilam, Iran 1Corresponding author
Online published on 11 June, 2014. Abstract This study aimed at investigating the effectiveness of employing Web2.0 tools and Differentiated Instruction on reading comprehension ability of Iranian EFL learners as compared with the traditional methods. A total of 108 EFL students of two private institutes participated in the study in Ilam, Iran. Assigning Oxford Placement Test, they were divided into three groups with elementary, intermediate, and advance proficiency levels. In Each level, one group was taught through the traditional method, the second through using Web2.0 tools and the last group through both Web 2.0 tools and Differentiated Instruction Strategy. Administering the treatment, an achievement test was given. The results of the study showed that there was a statistically significant difference between reading comprehension scores of all groups. Therefore, it was concluded that the two mentioned reading models can improve student's reading comprehension. Top Keywords Reading comprehension skill, web2.0 tools, differentiated instruction, authentic material. Top |