چكيده
The present study was conducted to investigate the efficacy of advance organizers on Iranian EFL learners reading comprehension, the role of personality type (reflective vs. impulsive) on Iranian EFL learners reading comprehension, and the effect of the interaction of advance organizers and personality types on Iranian EFL learners reading comprehension. In so doing, 80 EFL learners at the intermediate level of language proficiency were assigned to two experimental groups of reflective (N=20) and impulsive (N=20) who received organizers and two control groups of reflective (N=20) and also impulsive (N=20) who were not presented with advanced organizers. To analyze the data and assess the contribution of advance organizers, an ANCOVA was conducted on the post-test of reading comprehension. The findings affirmed that reflective participants who were exposed to advance organizers outperformed the other three groups. Moreover, impulsive learners who were presented with advance organizers surpassed the other two groups receiving traditional instruction. Finally, the results of factorial ANOVA demonstrated the significant interaction effect between advance organizers and reflectivity style. The findings of the study can enlighten teacher educators as to the importance of familiarizing prospective teachers with novel approaches and techniques such as advance organizers and the ways they can make use of them in their classes to enhance the quality of teaching.
Keywords: advance organizers, impulsive style, reflective style, skimming and scanning reading strategies, reading comprehension
