The Relationship among EFL Learners’ Left/Right Brain Domi-nance, Autonomy, and Reading Comprehension of the Academic and General Reading Modules of IELTS

Document Type: Original Article

Authors

Islamic Azad University, Central Tehran Branch

Abstract

The purpose of this paper was to see whether any significant relationship exists among EFL learners’ autonomy, left/right brain dominance, and reading comprehension of the Academic Reading and General Reading Modules of IELTS examination. To this end, 100 female EFL learners were randomly selected from those who were attending IELTS preparatory courses at a language school in Tehran. All participants filled out the brain dominance and learner autonomy questionnaire. However, 50 participants took the General Reading Module and 50 took the Academic Reading Module of IELTS. Correlation and regression analyses demonstrated that learner autonomy did not have a significant correlation with the participants’ performance on the General or Academic Reading Modules of IELTS. However, brain dominance significantly correlated and thus, predicted the participants’ performance on both the General and Academic Reading Modules of IELTS.
 

Keywords


Aebersold, J. A. & M. L. Field. (1997). From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press.

Alexader, R. (1980). A Learning-to-learn Perspective on Reading in a Foreign Langauge. System, 8(2), 113-119.

Bakker, D. J. (1979). Hemispheric Differences and Reading Strategies: Two Dyslexics? Bulletin of the Orton Society, 29, 84-100.

Bakker, D. (1992). Neuropsychological Classification and Treatment of Dyslexia. Journal of Learning Disabilites, 25, 102-109.

 Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.

Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. Longman, London.

Chall, J. (1979). The Great Debate: Ten Years Later, with a Modest Proposal for Reading Stages. In L. Resnick & P. Weaver (Eds.), Theory and Practice of Early Reading, 1 (pp. 29-56). Hillsdale, NJ: Lawrence Erlbaum Associates.

Davis, C. E., Nur, H., & Ruru, A. A. S. (1994).  Helping Teachers and Students Understand Learning Styles. English Teaching Forum, 32(3). Retrieved on August 28, 2010 from http://www.eca.state.gov/ forum/vols/vol32/no3/p12.htm

Feldman, R. S. (1996). Elements of Psychology. New York: McGraw- Hill International Editions.

Gazzaniga, M. S. (1983). Right-Hemisphere Language Following Brain Bisection: A Twenty- Year Perspective. American Psychologist, 38, 525-537

Genesee, F. (1982). Experimental Neuropsychological Research on Second Language Processing. TESOL Quarterly, 16, 315.

Hellige, J. (1990). Hemispheric Asymmetry. Annual Review of Psychology, 41, 55-80.

Holec. H., (1980). Learner training: Meeting needs in self-directed learning. In  Altman, H. B. & James, C. V., (Eds.), Foreign language learning: Meeting individual need (pp. 30-45). Pergamon, Oxford.

Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. NY: Routledge.

Nuttal, C. (1996). Teaching Reading Skills in a Foreign Language. London: Longman.

Obler, L. (1981). Right Hemisphere Participation in Second Language Acquisition. In K. Diller, (Ed.), Individual Differences and Universals in Language Learning Aptitude (pp. 53-64). Rowley, MA: Newbury House.

O’Malley, J. M., & Chamot, U. A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

Perfetti, C. A. & Lesgold, A. M. (1979). Coding and Comprehension in Skilled Reading and Implications for Reading Instruction. In L. Resnik & P. Weaver (Eds.), Theory and Practice of Early Reading (pp. 20-53). Hillsdale, NJ: Lawrence Wrlbaum Associates.

Selinger, H. W. (1982). Treatment Assessment of Learning Disabled Children: Is There a Role for Frequently Repeated Neuropsychological Testing? Retrieved on January 14, 2010 from http://www. sciencedirect.com/ science?_ob=ArticleURL&_ udi = B6VDJ460 8V2W15 &_user= 10&_ coverDate =12%2F31%2F1987&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=af694db3bc8cc051e44be21c3d159928/

Shaywitz, B. S., Pugh, L. R., Jenner, A. R., Fulbright, R. K., Fletcher, J. M., Gore, J. C. & Shywitz, S. E. (2000). The Neurobiology of Reading and Reading Disability (dyslexia). In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (pp. 45-86). Mahwash, NJ. Lawrence Erlbaum Sociates.

Springer, S. P., & Deutch, G. (1985). Left Brain, Right Brain (3rd Ed.). New York: Freeman.

Talebi, S. H.          (2009). An Attempt towards Learner Autonomy in L2 (English) an L3 (Arabic) Reading through Cognitive and Metacognitive Reading Strategy Instruction (CMRSI) in L2. Indian Journal of Applied Linguistics, 35(2). 101-112.

Torrance, E. P. (1980). Growing up Creatively Gifted: A 22-Year Longitudinal Study. Creative Child and Adult Quarterly, 5,148–170.

Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.

Zhang, L. X. & Li X. X. (2004). A Comparative Study on Learner Autonomy between Chinese Students and West European Students. Foreign Language World, 4, 23.