the role of scenario-based instruction followed by scenario-based assessment in iranian efl learners' reading comprehension skill

This study was done to assess the effect of using scenario-based instruction followed by scenario-based assessment on the reading comprehension of iranian intermediate efl learners. to do the study, 20 iranian efl teachers and 200 iranian efl learners took part in the study. quasi-experimental design with quantitative method was used to conduct the process of the study. after ensuring the level of the participants as intermediate efl learners, the learners were divided into experimental groups (n=100) and control groups (n=100). then, a pre-test of riding comprehension was administered to the participants of the study to make sure the homogeneity of the learners in reading comprehension. after that, the learners of the experimental group used sbi followed by sba to enhance their reading comprehension and the participants of the control groups utilized conventional methods to improve their reading comprehension. furthermore, six immediate post-tests were administered to the participants of each group during the experiment. finally, a delayed post-test was administered to the participants of the study to assess the effect of the sbi followed by sba on the reading comprehension of iranian intermediate efl learners. the results of descriptive statistics and independent samples t-test showed that using sbi followed by sba had a significant effect on the reading comprehension of iranian intermediate efl learners. the findings of the study assist the teachers to use sbi followed by sba in classrooms in order to enhance the reading comprehension of efl learners.