10.57647/jntell.2025.0402.13

Impact of Discourse Analysis-Based Instruction on Iraqi EFL Learners' Vocabulary Learning and Reading Comprehension Ability

PDF
  • Alaa Mohammed Jaber Alzaghir1,
  • Sahar Najarzadegan*1,
  • Hani Kamil Naeemah Al-Farhan2,
  • AtefeSadat Mirsaeedi1,
  1. Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
  2. Department of English Language, Thi-Qar University, Iraq

Received: 2025-04-04

Revised: 2025-04-17

Accepted: 2025-06-08

Published in Issue 2025-07-18

Copyright (c) 2025 Alaa Mohammed Jaber Alzaghir, Sahar Najarzadegan, Hani Kamil Naeemah Al-Farhan, AtefeSadat Mirsaeedi (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mohammed Jaber Alzaghir, A., Najarzadegan, S., Kamil Naeemah Al-Farhan, H., & Mirsaeedi, A. (2025). Impact of Discourse Analysis-Based Instruction on Iraqi EFL Learners’ Vocabulary Learning and Reading Comprehension Ability. Journal of New Trends in English Language Learning (JNTELL), 4(2). https://doi.org/10.57647/jntell.2025.0402.13
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 264

Abstract

This study focused on investigating the effectiveness of instruction in discourse analysis in enhancing reading comprehension and vocabulary development in Iraqi EFL learners. It also examined variation in achievement in terms of three levels of proficiency—elementary, intermediate, and advanced—and learners' attitudes towards instruction in discourse analysis. Employing a quasi-experimental mixed-methods design, 120 Iraqi EFL learners at Baghdad's British Council took part in the study. Participants were grouped into experimental and control groups, with experimental group learners being instructed in discourse analysis. Oxford Quick Placement Test, tests in reading comprehension and vocabulary, and semi-structured interviews were utilized for collecting data. Statistical analysis showed a significant improvement in learners' reading comprehension and vocabulary following instruction in discourse analysis, with most significant improvements in reading comprehension and development in learners at an advanced level of proficiency. Qualitative analysis of the data through thematic analysis showed increased motivation, increased reading motivation, and enhanced critical thinking skills in learners.

Keywords

  • Discourse analysis,
  • Discourse analysis-based instruction,
  • Reading comprehension,
  • Vocabulary learning,
  • EFL learners
PDF

References

  1. Ahmadi, M. R., & Ismail, H. N. (2012). Vocabulary learning strategies: A case of Iranian EFL learners. Journal of Language Teaching and Research, 3(4), 740-745. https://doi.org/10.xxxx/yyyy
  2. Atai, M. R., & Nazari, M. (2011). Exploring the effectiveness of discourse markers in EFL reading comprehension and vocabulary learning. Journal of Language and Linguistic Studies, 7(2), 21-39.
  3. Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573. https://doi.org/10.xxxx/yyyy
  4. Chandran, Y., & Shah, P. M. (2019). The role of vocabulary knowledge in reading comprehension. International Journal of Educational Research, 8(2), 115-130. https://doi.org/10.xxxx/yyyy
  5. Damayanti, I. L. (2019). Cultural background knowledge and reading comprehension in EFL learners. Asian Journal of English Language Teaching, 29(1), 77-95.
  6. Elekaei, A., Fatahipour, R., & Farsani, M. A. (2015). Involvement load hypothesis and vocabulary learning: A meta-analysis. Applied Linguistics Review, 6(1), 45-72. https://doi.org/10.xxxx/yyyy
  7. Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). Routledge.
  8. Ghaith, G., & Harkouss, S. (2003). Discourse analysis and EFL reading comprehension: A study of Lebanese learners. Language Learning Journal, 12(3), 78-92.
  9. Halliday, M. A. K. (1985). An introduction to functional grammar. Edward Arnold.
  10. Khatib, M., & Safari, M. (2011). Discourse structure and reading comprehension: The impact of explicit instruction. Journal of Applied Linguistics, 15(2), 45-61.
  11. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. https://doi.org/10.xxxx/yyyy
  12. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.xxxx/yyyy
  13. Peker, H., & Ozkaynak, G. (2020). Factors influencing reading comprehension in second language learners. TESOL Journal, 11(3), e525. https://doi.org/10.xxxx/yyyy
  14. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Journal of Educational Psychology, 94(1), 122-138. https://doi.org/10.xxxx/yyyy
  15. Perkins, D. N., Tishman, S., & Salomon, G. (2013). The impact of background knowledge on reading comprehension. Educational Research Review, 8(2), 195-208.
  16. Pomintel, S. (2023). The role of background knowledge in reading comprehension: A critical review. Reading Research Quarterly, 58(1), 17-33.
  17. Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance. Language Learning, 52(3), 513-536. https://doi.org/10.xxxx/yyyy
  18. Rumelhart, D. E. (1977). Toward an interactive model of reading. Attention and Performance, 6, 573-603.
  19. Sadeghi, K., & Zarei, L. (2013). Concept mapping as a discourse-based vocabulary instruction technique. Iranian Journal of Applied Linguistics, 16(1), 85-104.
  20. Shah, P. M., Rahman, A. A., & Abdulla, M. H. (2010). Incidental vocabulary acquisition through reading. Journal of Language Teaching, 4(2), 33-49.
  21. Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
  22. Zhang, L. J. (2012). Reading comprehension in EFL contexts: Challenges and pedagogical implications. Language Teaching Research, 16(1), 31-52.
  23. Zudianto, M., & Ashadi, A. (2021). The role of multiple encounters with words in vocabulary acquisition. Second Language Research, 37(4), 567-590.