Impact of Discourse Analysis-Based Instruction on Iraqi EFL Learners' Vocabulary Learning and Reading Comprehension Ability

This study focused on investigating the effectiveness of instruction in discourse analysis in enhancing reading comprehension and vocabulary development in Iraqi EFL learners. It also examined variation in achievement in terms of three levels of proficiency—elementary, intermediate, and advanced—and learners' attitudes towards instruction in discourse analysis. Employing a quasi-experimental mixed-methods design, 120 Iraqi EFL learners at Baghdad's British Council took part in the study. Participants were grouped into experimental and control groups, with experimental group learners being instructed in discourse analysis. Oxford Quick Placement Test, tests in reading comprehension and vocabulary, and semi-structured interviews were utilized for collecting data. Statistical analysis showed a significant improvement in learners' reading comprehension and vocabulary following instruction in discourse analysis, with most significant improvements in reading comprehension and development in learners at an advanced level of proficiency. Qualitative analysis of the data through thematic analysis showed increased motivation, increased reading motivation, and enhanced critical thinking skills in learners.