دانشگاه بین المللی امام خمینی
معاونت پژوهشی و فناوری
نشریات دانشگاه در پرتال وزارت علوم، تحقیقات و فناوری

  اخبار و اعلانات

 آمار

تعداد نشریات20
تعداد شماره‌ها388
تعداد مقالات3,187
تعداد مشاهده مقاله4,398,234
تعداد دریافت فایل اصل مقاله2,977,634
Esmaeilpour, Roxana, Esfandiari, Rajab. (1403). The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading. لسان مبین, (), -. doi: 10.30479/jmrels.2025.21406.2463
Roxana Esmaeilpour; Rajab Esfandiari. "The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading". لسان مبین, , , 1403, -. doi: 10.30479/jmrels.2025.21406.2463
Esmaeilpour, Roxana, Esfandiari, Rajab. (1403). 'The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading', لسان مبین, (), pp. -. doi: 10.30479/jmrels.2025.21406.2463
Esmaeilpour, Roxana, Esfandiari, Rajab. The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading. لسان مبین, 1403; (): -. doi: 10.30479/jmrels.2025.21406.2463

The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading

Journal of Modern Research in English Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 بهمن 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.30479/jmrels.2025.21406.2463
نویسندگان
Roxana Esmaeilpour1؛ Rajab Esfandiari* 2
1Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran
2Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini international University, Qazvin, Iran
تاریخ دریافت: 11 دی 1403،  تاریخ بازنگری: 29 بهمن 1403،  تاریخ پذیرش: 30 بهمن 1403 
چکیده
Learning source-use strategies can affect summarizing and reading comprehension in many ways. This study examined the effect of paraphrasing, patch writing, and discourse synthesis on summary completion in the IELTS academic reading test. Participants were 60 female and male upper-intermediate Iranian English language learners at a language institute in Karaj, Iran, all of them having previously taken the IELTS academic test and achieved 5.5 to 6 at the start of the study. Random assignment was used to place them into three groups. Two IELTS academic reading mock tests were given to the participants as the pretest and the posttest, and one-way analysis of co-variance (ANCOVA) was used to compare the outcomes. The findings indicated that the group using paraphrasing techniques demonstrated a notably superior performance compared to the patch writing group, the discourse synthesis group, and the control group. Moreover, paraphrasing, as a source-use skill, assisted students to achieve a higher score in the IELTS academic reading test. Implications for test takers are discussed.
کلیدواژه‌ها
discourse synthesis؛ IELTS academic reading test؛ paraphrasing؛ patch writing؛ summarizing
آمار
تعداد مشاهده مقاله: 25


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب