Effects of Applying “Talk about Picture” Instruction Strategies on Pre-intermediate and Upper-intermediate EFL Learners’ Reading Comprehension

The present study was an endeavor to explore the impact of using “talk about picture” instruction strategy on pre-intermediate and upper-intermediate EFL learners’ reading comprehension performance of a language institute in Urmia, Iran. Also, students’ views on the use of this strategy in EFL classes and their effect on their reading comprehension were assessed. To this end, 60 students (males and female) studying at pre-intermediate and upper-intermediate level in wo language institutes in Urmia, north-west of Iran were chosen through convenience sampling. The students were classified into two groups of experimental and control groups. The teaching technique of the experimental group was managed by “talk about picture” to establish a set of five-session treatments, the posttest on the reading comprehension test (PET for pre-intermediate and OPT for upper-intermediate) were conducted. The results revealed that the employment “talk about picture” strategy significantly affected the EFL learners’ reading comprehension also they could have pedagogical implications for language teachers, learners, and syllabus designers.