Table 3 Review of blended ER and IR approaches in EFL classrooms
From: Reading approaches practiced in EFL classrooms: a narrative review and research agenda
Study | Objective | Research design | Data analysis method | Results |
|---|---|---|---|---|
Maipoka and Soontornwipast, (2021) | To investigate the effects of IIERI on primary students and to explore their opinions about IIERI | Design: embedded experimental mixed methods Tools: one group pre and post reading ability test and semi-structured interview Population and sample: 11 primary students from Thailand | Paired-sample T-Test Thematic analysis | The student improved reading ability through the IIERI approach and held positive attitudes towards it |
Alsheikh et al., (2020) | Investigated the relationship between IR and ER approach and how it impacts on their reading experience | Design: explanatory sequential mixed methods Tools: questionnaire and semi-structured interview Population and sample: 50 Ph.D. and Masters students from UAE | Paired-sample T-Test Thematic analysis suggested by Kvale (2007) | Students viewed the relationship between IR and ER and it had effects on their reading experiences |
Suteja, (2019) | To explore the attitude of students IR and ER | Design: Mixed method Tools: questionnaire, interviews and reading log Population and sample: 20 university students from Indonesia | Descriptive statistics Thematic analysis | Students had positive attitudes towards IR and ER practices |
Ibrahim and Rawian, (2018) | To investigate the impact of the ER-IR approach on English language proficiency of students | Design: mixed method Tools: pre and post reading comprehension test And structured interview Population and sample: 20 fresh university students from KSA | One-Way ANOVA and content analysis | ER-IR approach is an effective method to increase English language proficiency of stusents (p < 0.05) |
Erguvan, (2016) | Analyze the students’ attitudes towards ER and IR | Design: qualitative research design Tools: open-ended questionnaire semi-structured interview Population and sample: 54 college students from Kuwait | Thematic analysis | Students do IR when it is compulsory but do not enjoy it. Students have no interest in reading for pleasure |
Mart, (2015) | To investigate how IR and ER helps develop language proficiency | Design: quantitative and qualitative Tools: reading test Population and sample: 60 foundation university students from Iraq | Paired sample T-Test | Achievements of learners increased with combined IR and ER approach |
Erfanpour, (2013) | To investigate the effect of IR and ER on reading comprehension | Design: qualitative and quantitative Tools: two pre and post reading Comprehension tests and semi-structured interview Population and sample: 60 school students from Iran | Paired sample T-Test Straus and Corbin’s (1998) systematic approach for qualitative analysis | Both strategies had positive effects on learners. Reading comprehension ability |
Miftah, (2013) | To develop IERS to improve reading comprehension | Design: collaborative classroom Action research Tools: classroom observation Questionnaire Reading comprehension test Population and sample: 32 college students from Indonesia | Descriptive Statistics Scoring Rubric for reading comprehension Observation checklist | IERS can improve students reading comprehension |
Rashidi and Piran, (2011) | To investigate the effect of ER and IR on vocabulary | Design: empirical study design Tools: pre and post-Oxford quick placement tests Schmitt vocabulary test Population and sample: 120 adult students from Iran | Two-way ANOVA test | Both IR-ER can lead to vocabulary development |