The Comparative Impact of Reading Comprehension and Translation Practices on EFL Learners’ Grammar Achievement

Abstract

This study focused on the comparative impact of teaching reading comprehension and translation practice on EFL learners’ grammar achievement since previous studies have not directly dealt with the respective subject. In this study the total number of learners was 60 students attending in Poyandegan Rahe Kish institute. The current study utilized quantitative research methods to explore the implications of reading comprehension and translation by comparing their success rates in terms of grammar. Sixty participants out of 120 after going through a proficiency test for homogenization and a pilot test on the grammar questionnaire were divided into two experimental groups receiving instruction on reading comprehension in one group and translation in another each in 12 sessions (two sessions dedicated for pre and post test). At the end of the treatment, sample TOEFL grammar questionnaires were administered to both groups. To test the hypothesis, a T-test was employed concluding that the participants who received translation instruction and reading comprehension on grammar achievement. The analysis of data using an independent sample t-test indicated significant difference between the performances of experimental groups. The respective conclusion was that translation had a significant effect on EFL learners’ grammar achievement.