The Extensive reading effect on the phrasal verbs learning of Afghan intermediate EFL learners
Author(s): Khaled Mohammadi
Abstract: To be aware of the difficulties the learners of English as second language experience with learning phrasal verb and its significant impact on language learning, the researcher of the current study aims to see whether the extensive reading method has any effect on phrasal verb learning of Afghan English as Foreign Language learners. Phrasal verbs are subset of English vocabulary that are extensively used by native speakers of English but they have been very difficult for L2 learners to master. Therefore, the students and some teachers tend to ignore its significance. One main null hypothesis was formulated, i.e. whether using extensive reading technique has any significant effect on the improvement of learning phrasal verb achievement of Afghan intermediate EFL learners. According to this hypothesis, the quasi- experimental method and two t-test were used to analyze the data and examine the null hypothesis. For achieving the homogeneity of proficiency in EFL, the PET test was conducted for 70 students and 40 homogeneous EFL learners were chosen. The age of the learners were between 20 to 25 years old. The participants under investigation were then randomly separated into control and experimental groups. There were 20 participants in each group. The researcher taught phrasal verb to the experimental group using extensive reading technique four hours a week for an eight-week period. But he taught phrasal verb to control group in a traditional or teacher-centered way. After carefully dissecting the results and scores of the pretest and posttest in both groups it was determined that the experimental group outperformed the control group. As the results in this study shows, it is suggested that in order to promote the learning phrasal verb ability of Afghan EFL learners, teachers can use extensive reading technique.
Khaled Mohammadi. The Extensive reading effect on the phrasal verbs learning of Afghan intermediate EFL learners. Int J Adv Acad Stud 2020;2(3):761-765. DOI: 10.33545/27068919.2020.v2.i3k.296
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