چكيده
The current study investigated the effect of two different phonological awareness activities i.e. word identification activities and word segmentation activities on improving reading comprehension of Iranian EFL learners at intermediate level, considering the problems with poor comprehension due to the lack of phonological awareness. The design of the study was quasi experimental with pre-post –test. One hundred – twenty (120) EFL female learners at intermediate level were selected non-randomly through the convenience sampling method at Salek high school in Tabriz, Ilkhichi, Iran. In order to have a homogenous sample, in terms of general language proficiency, Quick Oxford Placement Test (QOPT) was administered to these learners and ninety (90) learners whose scores were within 30-39 were selected. These participants were randomly assigned to three equal groups: two experimental groups and one control group and in order to prove that they enjoyed the same level of reading comprehension ability prior to the treatment a Reading Comprehension Test was administered as a pretest to the three groups. Then two activities were used ten sessions in the two experimental groups as treatment and compared with the control group, which received no treatment. Later, three groups were given another Reading Comprehension Test as a posttest. After collecting the data, the researcher utilized one-way ANOVA to analyze the data and tested the research hypotheses. The results of the study proved that phonological awareness activities had a significant effect on improving Iranian EFL learners' reading comprehension. However, there was not any significant difference between the two activities i.e. word identification activities and word segmentation activities on improving Iranian EFL learners’ reading comprehension. Thus, it is suggested that phonological awareness be taken into account by educational scholars, teachers and learners.
