@article{MAKHILLRJAS202015510243,
    title = {The Effect of Linguistic-Based Awareness Raising on TOEFL iBT Reading Module},
    journal = {Research Journal of Applied Sciences},
    volume = {15},
    number = {5},
    pages = {168-179},
    year = {2020},
    issn = {1815-932x},
    doi = {rjasci.2020.168.179},
    url = {https://makhillpublications.co/view-article.php?issn=1815-932x&doi=rjasci.2020.168.179},
    author = {Fatemeh,Mohammad and},
    keywords = {Linguistic-based awareness raising,TOEFL iBT,Reading comprehension module,developing,statistical},
    abstract = {This study aimed to investigate the effect of
linguistic-based awareness on TOEFL iBT reading
module in the English as a Foreign Language (EFL)
context of Iran. For the purpose of the study, via
convenience sampling, fifty-one male and female
participants aged 19-24, majoring in English and other
majors were selected and assigned to two groups of
experimental (n = 24) and control (n = 27) and then they
were called upon to take part in four tests, namely
placement, pre-test, post-test1 and post-test2. The
instructional intervention which was spread over a period
of 10 sessions targeted working on the reading module of
the TOEFL iBT through linguistic-based awareness
raising approach alongside the skills while the participants
in the control group were not provided with the treatment
and were just given instruction which aimed at developing
reading comprehension based on the skills. Afterwards,
the pretest, immediate posttest and delayed posttest results
were submitted to statistical data analyses. Findings of the
study showed that first, linguistic- based awareness
raising had a statistically significant effect on Iranian EFL
student’s TOEFL iBT reading module scores and the
scores on TOEFL iBT reading module could be improved
through 10 treatment sessions providing that linguisticbased
explanations are provided. Further analyses also
revealed that the proficiency level of the participants as
well as their majors played a significant role in the
obtained scores on the reading module of the TOEFL iBT.
The findings suggest that the use of linguistic-based
awareness-raising as an approach to teaching reading
comprehension can have beneficial effects in language
teaching pedagogy and L2 learning and the variables of
proficiency and major need to be taken into consideration
in TOEFL iBT instructional programs.}
    }