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Reading comprehension remains a difficult area for many EFL learners, motivating this study to evaluate whether video materials improve reading comprehension among Iranian intermediate EFL learners. A Longman Placement Test selected 30 learners at the same proficiency level, split into experimental and control groups. A pre-test and a 40-item multiple-choice post-test were used, and video instruction produced a significant improvement (p \u003C .05).",{"@graph":69,"@context":125},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-using-video-technology-on-improving-reading-comprehension-of-iranian-intermediate-efl-learners-article/589770/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-using-video-technology-on-improving-reading-comprehension-of-iranian-intermediate-efl-learners-article/589770.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117,121],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main objective of the study?","Question",{"text":111,"@type":112},"To investigate the effect of using video materials to improve reading comprehension of Iranian intermediate EFL learners.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were participants selected and grouped?",{"text":116,"@type":112},"A Longman Placement Test identified 30 learners with the same proficiency level, and they were divided into an experimental group and a control group.",{"name":118,"@type":109,"acceptedAnswer":119},"How was reading comprehension measured?",{"text":120,"@type":112},"A reading comprehension pre-test was administered, and a 40-item multiple-choice reading comprehension post-test was used at the end.",{"name":122,"@type":109,"acceptedAnswer":123},"What was the study’s key finding?",{"text":124,"@type":112},"Video materials had a significant effect on promoting the participants’ reading comprehension (p \u003C .05).","https://schema.org",{"og:url":83,"og:type":127,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":129,"canonical":83},"index,follow",{"doc_id":131,"site_id":62},589770,1792068091,{"code":4,"msg":5,"data":134},{"doc_id":131,"user_id":135,"nickname":92,"user_avatar":136,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":142,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":67,"update_tm":132,"read_time":146},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners\u003Cbr>Amir Mohammadian1, Amin Saed1*, Younes Shahi2\u003Cbr>1Chabahar Maritime University, Iran,\u003Cbr>Faculty of Management and Humanities Chabahar Maritime University, Chabahar, Iran Corresponding Author: Amin Saed, E-mail: [amin.saed@cmu.ac.ir](amin.saed@cmu.ac.ir) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: December 02, 2017\u003Cbr>Accepted: February 05, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Reading Comprehension, Video Materials,\u003Cbr>Computer Assisted Language Learning, Authentic Material | ABSTRACT\u003Cbr>With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar. The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group) . Then, a pre-test of reading comprehension was administered to assess the participants’reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials hada significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p =.000, \u003C.05) . |\n\nINTRODUCTION  \nRecently, because of the significance of reading skill in learning a foreign language, substantially far more attention is assigned to the studies in the area of reading comprehension. These studies indicated that students typically encounter some difficulties in getting meaning from written texts even after years of getting to know a foreign language (Grabe & Stoller, 2013) . Moreover, the assumption that reading comprehension is a cognitive, complicated, internal and imperceptible actin which happens within the mind of the reader (Bernhardt, 1991) prompts the multifaced design of reading comprehension in its different areas. This lack of good appreciation is accelerated by the vital role of reading in the process of comprehension. According to Ahmadi (2013) reading comprehension plays an important role in the process of learning a foreign or second language and it must be accentuated in different parts of the process. Generally, the debility of the EFL learners to efficaciously read the written texts may be ascribes to an assortment of reasons. Factors like unique elements within the written text, absence of enough familiarity with the content and the schemata of the target language text, incapability of EFL language learners’in in comprehending the texts, shortage of adequate reading methodologies, obscure vocabularies, sophisticated sentence  \nstructures, and finally the setting of communication between the writer and the reader are cases of the wellspring of that difficulty (Wood, Motz, & Willoughby, 1998) .  \nIn the conventional methods of language teaching, the instructors for the most part instruct just through text books which is not fascinating for students. Therefore","cbCailT3Jy6HQmMR","https://ap.wps.com/l/cbCailT3Jy6HQmMR","pdf",359876,"English","# ARTICLE INFO\n## Article history\n## Key words\n# ABSTRACT\n# INTRODUCTION\n# LITERATURE REVIEW","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To investigate the effect of using video materials to improve reading comprehension of Iranian intermediate EFL learners.\"},{\"question\":\"How were participants selected and grouped?\",\"answer\":\"A Longman Placement Test identified 30 learners with the same proficiency level, and they were divided into an experimental group and a control group.\"},{\"question\":\"How was reading comprehension measured?\",\"answer\":\"A reading comprehension pre-test was administered, and a 40-item multiple-choice reading comprehension post-test was used at the end.\"},{\"question\":\"What was the study’s key finding?\",\"answer\":\"Video materials had a significant effect on promoting the participants’ reading comprehension (p \\u003c .05).\"}]","The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners - Article | PDF",11]