the impact of brainstorming on efl university students’ reading achievement and action control

Reading is considered as a significant life skill and the lack of reading comprehension influences learner's academic advances. pre-reading activities are important factors in motivating the readers to read the text, and when they are motivated, they get prepared for reading activity (chastain, 1988). the present study aimed at investigating a sample of iranian efl university learners to explore the effect of brainstorming strategy on their action control and their reading achievement. two groups of efl learners, selected in terms of the convenience and their level of language proficiency, participated in the study (i.e, an experimental and a control groups) as the research contained a treatment. the study applied a qusi- experimental approach. the participants were selected from among adineh elmi-karbordi university efl learners. the initial sample consisted of 70 non-english major students from esp classes. after administering the oxford placement test (opt), the researcher selected 50 students, of both males and females, who were homogeneous in terms of their scores for the study. the students in the control group received the traditional method of teaching reading but the students in the experimental group was taught reading by applying brainstorming strategy as the treatment. moreover, the participants’ action control was measured by the relevant scale before and after treatment to compare the likely effects of the treatment. the results showed that brainstorming as a pre-reading strategy does not bring about any significant change in iranian efl university students’ action control in a reading course. the results; however, indicated that brainstorming as a pre-reading strategy significantly affects the participants’ reading achievement in a reading course