چكيده
Directed Activities Related to text (DARTs) are a set of during-reading strategies designed to support reflective reading. The present study made an attempt to investigate the effectiveness of DARTs in enhancing Iranian high school EFL learners reading comprehension. The study was conducted in a female high school in Tabriz. Two intact classes from the 10th grade were selected as the sample of the study. After the equality of the participants in two classes in terms of general English proficiency was proved through a Standard English proficiency test, the two classes were randomly assigned to experimental and control groups. The participants’ score in the reading section of the KET were used as the learners’ pretest scores of reading comprehension. The participants in the experimental group received DARTs techniques during their English classes while those in the control group followed their routine instructions. At the end of the semester, a reading comprehension test was given to the participants as the posttest. The scores obtained from two classes were compared statistically and the results revealed that the participants in the experimental group outperformed those in the control group. In other words, using DARTs could significantly improve the participants’ reading comprehension. The findings of the study could offer important pedagogical implications.
Key Words: Directed Activities Related to Text (DARTs) – Reading Comprehension
