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Effectiveness of a Negotiated Syllabus on the Reading Achievement of Intermediate-Level EFL Learners

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  • Abdolvahab Khademi

Abstract

Few studies have evaluated the effectiveness of a negotiated syllabus on the reading skill of learners. The present study attempts to establish if a negotiated syllabus had any effect on the reading achievement of female EFL learners at intermediate level English proficiency. The study was conducted with the participation of 61 learners placed into the experimental group ( n  = 32) and the control group ( n  = 29). The element of negotiation in this study was the topic interests of the experimental group surveyed on an interest areas questionnaire on the basis of which instructional reading passages were selected. Topic interests were not surveyed in the control group and the texts given to them were selected by the teachers. Both groups were tested at the beginning of the experiment and retested at the end of the experiment with a valid reading comprehension test comprising 22 items. A two-sample t -test was performed to compare any means difference between the scores of the experimental group and the control group on the reading test. The results indicated that no statistically significant difference was observed between the mean scores of the experimental and control groups.

Suggested Citation

  • Abdolvahab Khademi, 2022. "Effectiveness of a Negotiated Syllabus on the Reading Achievement of Intermediate-Level EFL Learners," SAGE Open, , vol. 12(4), pages 21582440221, December.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221143319
    DOI: 10.1177/21582440221143319
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    1. Hassan M. Kassem, 2019. "The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement," English Language Teaching, Canadian Center of Science and Education, vol. 12(1), pages 134-134, January.
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