Integrating Scenario-Based Instruction and Assessment: Effects on Iranian EFL Learners’ Reading Comprehension

Iman Alipour; Hossein Khodabakhshzadeh; Gholamreza Zareian; Khalil Motallebzadeh

Authors

Iman Alipour PhD student, Department of Foreign Languages Teaching, ToH.C., Islamic Azad University, Torbat-e Heydarieh, Iran Author https://orcid.org/0000-0001-5199-3362
Hossein Khodabakhshzadeh Department of Teaching Foreign Languages, ToH.C., Islamic Azad University, Torbat Heydarieh, Iran https://orcid.org/0000-0001-9422-3245
Gholamreza Zareian Associate professor, English Department, Hakim Sabzevari University Author https://orcid.org/0000-0002-9084-608X
Khalil Motallebzadeh Associate professor, English Department, Tabaran Institute of Higher Education, Mashhad, Iran Author https://orcid.org/0000-0001-8382-8978

Keywords:

Scenario-Based Instruction, Scenario-Based Assessment, Reading Comprehension, EFL Learners, Authentic Assessment

Abstract

Despite growing interest in scenario-based approaches in language education, limited research has examined the combined use of Scenario-Based Instruction (SBI) and Scenario-Based Assessment (SBA), particularly for developing reading comprehension in Iranian EFL context. This study investigated the effect of SBI followed by SBA on the reading comprehension ability of Iranian intermediate EFL learners and explored whether its effectiveness differed across gender. A quasi-experimental design was employed with 200 intermediate EFL learners from private language institutes in Iran, who were assigned to an experimental group (n = 100) and a control group (n = 100). Data were collected through a standardized reading comprehension pre-test, six immediate post-tests, and a delayed post-test. The experimental group received reading instruction through SBI and was assessed through SBA, whereas the control group received conventional instruction and assessment. Independent-samples t-tests revealed that the experimental group significantly outperformed the control group on both the immediate and delayed post-tests, demonstrating the effectiveness of the SBI–SBA framework in enhancing reading comprehension. The findings also indicated that female learners achieved significantly higher reading comprehension scores than male learners following the intervention. The study highlights the potential of integrating scenario-based instruction and assessment to promote authentic, learning-oriented reading practices in EFL classrooms.

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