The effects of active learning on foreign language self concept and reading comprehension achievement

The purpose of this study was to investigate the effects of active learning on foreign language self concept and reading comprehension achievement. Pretest-posttest experimental design with control group was made use of in the research. Language teaching based on the techniques of active learning was used in the randomly chosen experimental groups whereas traditional language teaching methods were used in the randomly chosen control groups. Participants for the research were 182 male students of a military college. In the Spring Term of 2005-2006 Academic Year, five groups (n=92) formed the experimental groups, and five groups (n=90) formed the control groups. The data of the research were gathered by a five point likert type scale and a reading comprehension placement test. Participants? academic self concept scores were measured by the Foreign Language Self Concept Scale (FLSCS). The scale consisted of 34 items and developed by the researcher. Cambridge Preliminary English Test (PET) made of 35 items was given as the pretest and posttest to measure the participants? level of reading comprehension. Following the pretest administration of FLSCS and PET, active learning techniques were applied to experimental groups for 13 weeks while the control groups got traditional English language teaching methods. At the end of the experiment, the same FLSCS and PET were administrated as posttests. Statistical techniques Arithmetic Mean, Standard Deviation, t-Test, Variance Analysis and Twoway Repeated Measures Test of Variance were used to analyze the data gathered by the pretests and posttests. The results demonstrated that the researcher mediated learning environment (i.e. active learning techniques) was successful in enhancing reading comprehension achievement. On the other hand, the effect of active learning on foreign language self concept was found to be insignificant. Furthermore, the comparison of foreign language self concept and reading comprehension scores revealed that there is no significant correlation between the two. Similarly, the correlation between the type of high school graduated and reading comprehension achievement/foreign language self concept scores was also found to be insignificant.