چكيده
This study aimed to find out the effect of multiple strategy instruction on Iranian EFL learners‟ reading comprehension with a focus on Reflective and Impulsive learning styles. To this end, a quasi-experimental design was employed in this research. By considering 1 SD above and below the mean score based on learners‟ scores on Oxford Placement Test, one hundred and twenty (N=120) pre- intermediate students were chosen out of the pool of one hundred eighty (N= 180) pre-intermediate students. Then the learners were divided into on control group (N=60) and on experimental group (N=60) In the second phase of the study, a valid Persian version of questionnaire of Reflective Thinking (Kember et. al., 2000) and Barratt (1995) BIS 11 impulsiveness questionnaire was given to the learners, based on which each control group and experimental group were divided into two impulsive group (n=30) reflective group (n=30). The subjects in the experimental group and the control group were administered the pretest (NELSON reading comprehension) .The pretest was used as a means to test the participants‟ initial reading comprehension before the treatment. Next experimental groups underwent 8-weeks multiple-strategy training conducted by the researcher, and control groups received no extra strategy sessions but attended the normal flow of the EFL teacher instruction. Then the participants received the piloted version of the researcher-made reading comprehension posttest. Based on the results through two-way analysis of covariance (two-way ANCOVA) it was concluded that Multiple Strategy Instruction has significant effect on Iranian reflective and impulsive EFL learners‟ reading comprehension. It was also proved that the effect of Multiple Strategy Instruction on both Iranian reflective and impulsive EFL learners‟ reading comprehension is not significantly different. Ultimately, it can be stated that the findings of the research could be employed by EFL teachers, English learners, syllabus designers, and educational systems.
Key Terms: Multiple Reading Strategies, Reading Comprehension, Reflective Learners, Impulsive Learners
