The Impact of Using Dual Coding Theory to Develop Iraqi EFL College Students` Performance in Reading Comprehension


ABSTRACT This study aims at investigating the effect of using dual coding theory to develop Iraqi EFL college students` performance in reading comprehension. To achieve the aim of the present study, the following hypothesis has been put: There is no statistically significant differences at (á≤0.05) between the mean scores of the experimental group who is taught composition writing according to dual coding theory and that of the control group who is taught according to the traditional way in the post test of reading comprehension. Thus, an experiment design was adopted. The sample of the study was Purposive sample consisted of 120 students from 2nd year classEnglish departmentcollege of basic educationUniversity of Diyala (60 students as an experimental group which are taught composition writing by the use of dual coding theory and 60 students as a control group which are taught writing composition according to the traditional way during the academic year 2018 -2019). Meanwhile, the subjects of both groups are matched according to their age, level of parents’ education, and their scores in the reading comprehension at the pre-test. Reading comprehension test (pre& post) have been designed and the validity of the tests and the lesson plans has been obtained by exposing them to jury members in the fields of EFL and linguistics. The reliability of the tests has been secured by using Coder Richardson formula found to be (0.88) which indicates high reliability. Statistical analysis of data achieved through using the t-test indicates that there are statistically significant differences between the mean scores of the two groups in favour of the experimental group in the post test. The researcher concludes that using dual coding theory enhances students’ performance in reading comprehension and provides them opportunities to actively develop skills. That enables them to locate, gather, analyze, critique and apply information in a wide range of contexts as they develop understanding and the researcher suggests using it to make another study for other stages and other subjects.