The Effectiveness of Classmate-Facilitated Instruction on Reading Ability of Intermediate Iranian EFL Learners

Although a number of EFL courses have done their best to boost reading ability in EFL learners, such courses have not managed to achieve their ultimate objective yet. A reason behind such a deficiency could be a lack of harmony between the teacher and the language learners. In the present study, a facilitator was selected and treated by the researcher to help him teaching the reading texts to the EFL learners. The experimental group of the study was treated through a facilitator's treatment, however, the control group was treated by simply employing the researcher's treatment. Running ANCOVA statistics, the treatment unraveled that there was a meaningfully significant distinction between the performances of the classmate-facilitated group as opposed to that of the control group. The implication of the present study could be that relying the teaching materials by the facilitators can play a far greater role than teaching of them directly by the EFL teachers.