<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (<italic>p</italic> &lt; .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.</p></abstract>

This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate...

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

Data publikacji: 03 kwi 2021

Zakres stron: 104 - 120

DOI: https://doi.org/10.2478/jtes-2020-0019

Słowa kluczowe
massed instruction, spaced instruction, vocabulary learning, foreign language reading motivation, reading attitude, pre-intermediate EFL learners

© 2020 Ehsan Namaziandost et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

Data publikacji: 03 kwi 2021

Zakres stron: 104 - 120

DOI: https://doi.org/10.2478/jtes-2020-0019

Słowa kluczowemassed instruction, spaced instruction, vocabulary learning, foreign language reading motivation, reading attitude, pre-intermediate EFL learners

© 2020 Ehsan Namaziandost et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
massed instruction, spaced instruction, vocabulary learning, foreign language reading motivation, reading attitude, pre-intermediate EFL learners