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The study examines how timed reading activity influences Iranian intermediate EFL learners’ reading speed, reading comprehension, and attitudes. A pre-test, post-test, and questionnaire were administered to 40 learners split into experimental and control groups. Results show a positive effect on reading speed, limited effectiveness for comprehension development, and generally positive attitudes toward timed reading.",{"@graph":69,"@context":126},[70,84,105],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-timed-reading-activity-on-iranian-efl-learners-reading-speed-comprehension-and-attitudes-at-intermediate-level-research-article/589860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-timed-reading-activity-on-iranian-efl-learners-reading-speed-comprehension-and-attitudes-at-intermediate-level-research-article/589860.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on timed reading activity?","Question",{"text":112,"@type":113},"The study investigates timed reading activity effects on reading speed, reading comprehension, and learners’ attitudes for intermediate Iranian EFL learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"Forty intermediate language learners participated and were divided into experimental and control groups. A pre-test, post-test, and questionnaire were used, with timed reading as the treatment for the experimental group.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding reading speed and comprehension?",{"text":121,"@type":113},"Timed reading improved reading speed in the experimental group. 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Learning a language includes a number of skills and sub-skills. Reading is one of the skills of language learning, and it is the focus of the present study. Comprehension and speed are two main parts of the reading skill. The main aim of this study is to investigate the effects of timed reading activity on speed, comprehension and the attitudes of English learners regarding the use of timed reading activity. To this aim, a pre-test, a post-test and a questionnaire were used to gather data. 40 intermediate language learners participated in this study, and they were divided into two groups; experimental and control groups. Timed reading activity was employed as the treatment for the experimental group. The collected data revealed that the treatment had effect on the reading speed of the participants in the experimental group. Moreover, the data indicated that the timed reading activity was not highly effective to develop the reading comprehension skill of the language learners. And the results of the questionnaire indicated that a large number of the participants had positive attitude toward the timed reading activity. |\n| Article history\u003Cbr>Received: April 18, 2018\u003Cbr>Accepted: July 10, 2018\u003Cbr>Published: October 31, 2018\u003Cbr>Volume: 9 Issue: 5\u003Cbr>Advance access: August 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Timed Reading,\u003Cbr>Reading Comprehension,\u003Cbr>Reading Speed,\u003Cbr>Reading Attitudes,\u003Cbr>Learning |  |\n\nINTRODUCTION  \nReading can be considered as one of the most important skills that is now in more demand than any time around the world due to the vast amount of data in every specific area of research studies. It is the skill that has effect on the success in every academic area and academic disciplines. Learning to read is an important educational goal. For both children and adults, the ability to read lead to new worldsand opportunities. It makes us able to gain new knowledge, enjoy literature, and do everyday things that are parts of our modern life including reading novels, newspaper, instruction manuals, maps and so on. Fazeli (2010) mentioned the importance of reading in the civilized world. He believes that with the globalization and the technological changes of the world, reading has turned out to be an eminent skill for active participation and it is “the royal road to knowledge”.(Fazeli, 2010, P.3)  \nReading is one of the most crucial skills that plays a significant role in improving the readers’ language proficiency, especially in a foreign language (FL) setting. Actually, English as a Foreign Language (EFL) learners, in contrast with English as a Second Language (ESL) learners, mostly rely on this skill to gain knowledge since the FL is rarely spoken  \noutside the classroom. For most EFL/ESL students, reading is the most important part of their English course, which can help them to learn grammar (specially at the elementary levels), develop vocabulary knowledge and expand effective reading strategies. Surely, in foreign language learning, reading can be considered as a tool for getting information from different sources such as scientific and literary books and journals as well as the internet.  \nChastain (1998) considered reading as a basic and complementary skill in language learning. She believed ESL students should ","cbCainWujlm5JQbJ","https://ap.wps.com/l/cbCainWujlm5JQbJ","pdf",610429,"English","# Abstract\n# Introduction\n# Review of Literature","[{\"question\":\"What is the purpose of the study on timed reading activity?\",\"answer\":\"The study investigates timed reading activity effects on reading speed, reading comprehension, and learners’ attitudes for intermediate Iranian EFL learners.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"Forty intermediate language learners participated and were divided into experimental and control groups. A pre-test, post-test, and questionnaire were used, with timed reading as the treatment for the experimental group.\"},{\"question\":\"What were the main findings regarding reading speed and comprehension?\",\"answer\":\"Timed reading improved reading speed in the experimental group. Timed reading was not highly effective for developing reading comprehension.\"},{\"question\":\"How did learners generally feel about timed reading activity?\",\"answer\":\"Questionnaire results indicated that a large number of participants held positive attitudes toward timed reading activity.\"}]","The Impact of Timed Reading Activity on Iranian EFL learners Reading Speed, Comprehension, and Attitudes at Intermediate Level - research article | PDF",1792068274,15]