ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1539722
Exploring the Effect of Using Active Learning Strategies on Iranian Intermediate Female EFL Learners Reading Comprehension: A Mixed Methods Study
Provisionally accepted
Zahra Majdi1,2*
Masoud Khalili Sabet2- 1Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
- 2University of Guilan, Rasht, Gilan, Iran
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This mixed-methods study examined the impact of active learning strategies (ALSs) on the reading comprehension of intermediate Iranian female EFL learners, and explored their perceptions of these strategies. Eighty female high school students were divided into experimental and control groups, with the experimental group participating in ten active learning sessions. Quantitative data, collected through pre-and post-tests, assessed reading comprehension. Additionally, three questionnaires also measured engagement, motivation, and enjoyment. Qualitative data were gathered through semi-structured interviews. The quantitative findings revealed a significant improvement in reading comprehension for the experimental group; however, but no significant differences were found in engagement, motivation, or enjoyment. In contrast, qualitative insights indicated that students generally viewed ALSs positively, reporting increased interaction and perceived motivation. These findings suggest that ALSs can be an effective approach for enhancing EFL reading comprehension. Further research is recommended to investigate the long-term effects of ALSs on learner engagement and motivation across various educational contexts. The study concludes with recommendations for incorporating ALSs into EFL curricula and directions for future research.
Keywords: Active learning strategies, reading comprehension, EFL learners, Motivation, engagement, qualitative perceptions
Received: 07 Jan 2025; Accepted: 23 Apr 2025.
Copyright: © 2025 Majdi and Khalili Sabet. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Zahra Majdi, Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
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