Bilingualism and reading proficiency: Experiences of Armenian, Persian and Azeri students

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Mehdi Dadashi
Ali Soltani
Ali Rahimi

Abstract

The study presented here is an attempt to investigate the role of bilingualism in EFL students’ reading comprehension proficiency, and to that end six classes of three high schools were randomly chosen. These high schools were Soghomonian (Armenian bilinguals), Taleghani (Turkish bilinguals) and Ershad (Persian monolinguals). They were given a questionnaire and a reading comprehension test and the obtained data were analysed through one-way analysis of variance test. The performance of the three groups was significantly different. Tukey’s HSD showed that the Armenian bilingual group was the first and best group and the Persian monolingual group was the second one; however, the Turkish bilingual group was the poor third. The results suggest that L1 literacy practices of the Armenian bilinguals have worked to their advantage to the extent that they have outperformed the other two groups. This has not been the case with the Turkish bilinguals whose lack of L1 practices has worked to their detriment.


 


Keywords: Bilingualism, literacy, reading comprehension, EFL students.

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How to Cite
Dadashi, M., Soltani, A., & Rahimi, A. (2020). Bilingualism and reading proficiency: Experiences of Armenian, Persian and Azeri students. International Journal of New Trends in Social Sciences, 4(2), 61–76. https://doi.org/10.18844/ijntss.v4i2.4768
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