fa تاثیر خواندن گسترده با استفاده از نرم افزارهای AnkiDroid و ReaderAcer بر درک مطلب، تند خوانی و توسعه ی دایره ی واژگان انگلیسی فراگیران: یک مطالعه ی شبه تجربی آموزش Education پژوهشي اصیل Orginal Research <p dir="rtl" style="text-align: left;"><span style="display: none;">&nbsp;</span><span style="display: none;">&nbsp;</span><span style="font-size:14px;"><span style="font-family:Tahoma;"><span style="line-height:2;"><strong>Background and Objective</strong>: As science Advances, academicians, specifically learners are to peruse a great deal to keep abreast. The present study investigated the effect of using AnkiDroid and ReaderAcer software packages in the field of e-learning on learners&rsquo; vocabulary, reading comprehension and speed</span></span></span></p> <p dir="rtl" style="text-align: left;"><span style="font-size:14px;"><span style="font-family:Tahoma;"><span style="line-height:2;"><strong>Methodology</strong>: The present study was a single-group pre-test post-test quasi-experimental study performed on 23 undergraduate surgical technology students. During the pre-test, the learners&#39; lexical resource, reading speed and comprehension were measured using Vocabulary Size Test-1400, and ReaderAcer software. The learners were informed on the AnkiDroid and ReaderAcer software packages. They were taught speed reading and vocabulary during 42 twenty-minute sessions. Following each intervention (twice), the learners&rsquo; lexical knowledge, reading speed and comprehension were measured. The collected data were analyzed using the SPSS (ver.26)<br> <strong>Findings</strong>: T</span><span style="line-height:115%">he results of Friedman test showed a statistically significant difference in reading speed (</span> </span></span><span style="font-size:12.0pt"><span cambria="" math=""><span style="font-style:italic"><m:ctrlpr></m:ctrlpr></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">x</span></span></m:r></span></span></span></i><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><span style="font-size:12px;">^{<i><span style="line-height:115%"><span cambria="" math=""><m:r>^{<span style="font-family:Tahoma;">2</span>}</m:r></span></span></i>}</span><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">=</span></span></m:r></span></span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span></m:r></span></span></span></i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">46.30,</span></span></m:r></span></span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span></m:r><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">p</span></span></m:r></span></span></span></i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"><0.001</span></span></m:r></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> <span style="line-height:115%"><span style="position:relative"><span style="top:5.5pt"> </span></span>). Comprehension also increased significantly (</span> </span></span><span style="font-size:12.0pt"><span cambria="" math=""><span style="font-style:italic"><m:ctrlpr></m:ctrlpr></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">x</span></span></m:r></span></span></span></i><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><span style="font-size:12px;">^{<i><span style="line-height:115%"><span cambria="" math=""><m:r>^{<span style="font-family:Tahoma;">2</span>}</m:r></span></span></i>}</span><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">= 516.45,</span></span></m:r></span></span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span></m:r><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">p</span></span></m:r></span></span></span></i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"><0.001</span></span></m:r></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> <span style="line-height:115%"><span style="position:relative"><span style="top:5.5pt"> </span></span>). The increase in the learners&rsquo; lexical knowledge was also significant (</span> </span></span><span style="font-size:12.0pt"><span cambria="" math=""><span style="font-style:italic"><m:ctrlpr></m:ctrlpr></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">x</span></span></m:r></span></span></span></i><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span>^{<span style="font-size:12px;"><i><span style="line-height:115%"><span cambria="" math=""><m:r>^{<span style="font-family:Tahoma;">2</span>}</m:r></span></span></i><span style="font-family:Tahoma;"> </span></span>}<span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">= 00.46,</span></span></m:r></span></span></span><i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"> </span></span></m:r><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;">p</span></span></m:r></span></span></span></i><span style="font-size:12.0pt"><span style="line-height:115%"><span cambria="" math=""><m:r><span style="font-size:14px;"><span style="font-family:Tahoma;"><0.001</span></span></m:r></span></span></span><span style="font-size:14px;"><span style="font-family:Tahoma;"> <span style="line-height:115%"><span style="position:relative"><span style="top:5.5pt"> </span></span>).</span><br> <span style="line-height:2;"><strong>Conclusion</strong>: applying extensive reading had a positive effect on the vocabulary, speed reading and comprehension of the learners using the mentioned software packages. using these two software packages seems to be effective in improving the learners&rsquo; abilities in the areas mentioned<br> <strong>Keywords</strong>: Reading comprehension, Speed Reading, Vocabulary, AnkiDroid, ReaderAcer<span style="position:relative"><span style="top:5.5pt">&nbsp;</span></span><m:omath></m:omath></span><span style="display: none;">&nbsp;&nbsp;</span></span></span></p> <p>&nbsp;</p> speed reading, study skills, AnkiDroid, ReaderAcer, GSL, AWL 59 69 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-1088-1&slc_lang=fa&sid=1 Ali Soltani علی سلطانی soltani@zums.ac.ir 5300319475328460020968 5300319475328460020968 No Zanajn University of Medical Sciences, Zanjan, Iran گروه زبان، دانشکده ی پزشکی، دانشگاه علوم پزشکی زنجان، زنجان، ایران. Farhad Mardaneh فرهاد مردانه www.mardaaneh@gmail.com 5300319475328460020969 5300319475328460020969 Yes English Language Department, Imam Khomeini International University, Qazvin, Iran دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران.