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This study compares the effectiveness of unassisted repeated reading (UARR) and audio-assisted repeated reading (AARR) methods on reading rates among English as a foreign language (EFL) learners. Results from an experimental design involving 50 undergraduate students in Vietnam show that both methods significantly improved reading rates, with AARR demonstrating a notably higher effect than UARR. The findings aim to enhance understanding of these techniques

Author
Writer
Language
EN

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