Pixel International Conferences

This research study was an attempt to investigate the comparative effect of learning journals and think aloud protocols on the writing and reading ability of Iranian EFL learners. To fulfill the purpose of the study, through convenient sampling, 60 female intermediate learners of an English School were chosen as a homogeneous sample based on the score they achieved on a piloted sample Preliminary English Test (PET). These learners were then randomly divided into two experimental groups of 30, with one group using learning journals and the other applying think aloud protocols during an intervention period of 15 sessions. After the treatment was over, two piloted post-tests which included a PET writing test and reading comprehension test were administered to them. The groups’ mean scores on both tests prior to the treatment were compared through an independent samples t-tests to ensure there was no significant difference between them in terms of the dependent variables. As for testing the null hypotheses, MANOVA was used. The results indicated that there was a significant difference in the writing ability of the group using learning journals and that this group had a better writing performance. It was also shown that there was a significant difference in the reading ability of the group using think aloud protocols and that this group had outperformed the other group in reading performance. The results of the study have implications for learners, teachers, and materials developers.