Academic journal article Modern Journal of Language Teaching Methods

The Effect of Using Pictogloss on Iranian Efl Learners' Reading Comprehension Ability

Academic journal article Modern Journal of Language Teaching Methods

The Effect of Using Pictogloss on Iranian Efl Learners' Reading Comprehension Ability

Article excerpt


The present study aimed to investigate the effect of using pictoglosses as a classroom activity in teaching English reading comprehension skill on Iranian EFL learners' reading comprehension ability. The questions this study tried to answer were 1) whether using pictoglosses might enhance a more acceptable reading comprehension performance in Iranian learners of English at university level, 2) whether there was a difference between the means of the experimental (treated) group and the control (placebo) group of the study across the participants' sex. To answer the questions, 60 (30 male and 30 female) junior undergraduate translator trainees participated in the experiment of the study. They were randomly selected from among a population of translator trainees via an OPT test score of at least one standard deviation below the mean. They were then divided into two groups of 30 and were randomly assigned to an experimental (+Pictogloss) and a control group (-Pictogloss). A pretest of English reading comprehension was administered to both groups, then, they were taught reading compehension for 10 sessions but with different methodologies: the experimental group received a treatment of pictoglosses while the control group received a placebo. A posttest of reading comprehension was then administered to both groups. The data of the study were analysed using the two-way ANCOVA to indicate the groups mean difference. The results indicated that the Iranian EFL learners in the experimental group received higher reading comprehension score after being treated with 10 sessions of pictoglosses.

KEY WORDS: Pictogloss, Reading Comprehension Ability, Iranian EFL Learners, OPT, Methodology


Reading is a process of finding meaning in text and is the active and thinking process of understanding print and graphic texts. In the reading uses many ways to convey the meaning of words and concepts. These clues include definitions, examples, descriptions, illustrations, clarification, notes, comparison and elaboration. Most reading texts use a variety of visual, graphic and text features to organize information, highlight important ideas, illustrate key concepts, and provide additional information.

Theoretical framework

The impression of the researcher is to investigate the effect of pictorial reading on the learner's reading comprehension, because if the students can get the picture, often they have got the concept, and help them focus, remember and use their learning in new situations. When students do not get those pictures in their heads, the teacher may need to think aloud and talk them through the idea in the text, explaining the pictures that come to mind. According to Levin (1981) and Levie and Lenz (1982), pictorial text may facilitate comprehension and performance on all aspects of the text, because texts with pictures may be more enjoyable to read. Therefore, the use of verbal and pictorial gloss would enter the cognitive system through those two channels.

Harmer (2001) stated that picture are useful for a variety of communication activities such as, where one students draw and describe a picture and the other classmate draw the same picture without looking at the original. He also stated that pictures can be used in multiplicity of ways such as drills, communication (games), understanding, ornamentation, prediction, discussion. Pictures can also be used for creative language use, whether they are in a book or on cue cards, flashcard, or wall pictures. According to Yunus (1981) pointed out picture can motivate the students to take part and pay attention everything they want. Pictures are useful for presenting new grammatical and vocabulary items and it is also presenting for meaningful practice structures.

Pictorial material is easy to collect, to make and to transport. They can help you to prevent and correct disconcertation. Pictures are kinds of non-verbal communication instruction might be used to develop language skills and plays an essential role in conversation. …

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