Abstract

The main aim of the study was to investigate the effect of question-generation strategy on Iranian EFL third grade high school students’ ability in reading comprehension passages via multiple-choice question .In this research, the total number of one hundred and twenty male and female students participated. For homogeneity of the students, a proficiency test including a multiple—choice reading comprehension test (Hill, 1980) was ascertained in the twenty selected questions. Eight multiple—choice reading comprehension passages (Hill, 1980) used based on the target of pre-test and post-test in the forty selected questions. In this research, the students were divided into two experimental groups; each group consisting of 30 homogeneous students (i.e., EMG as Experimental Male Group and EFG as Experimental Female Group) and two control groups (i.e., CMG as Control Male Group and CFG as Control Female Group). In the treatment time, the two experimental groups of the students were instructed for 10 weeks. Outcome of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school learners’ in reading comprehension passages.

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