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Abstract
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Reading comprehension is a complicated process that incorporates components, processes, and elements in order to identify better approaches to improve it among learners (Meniado, 2016). Various factors influence learners' reading comprehension processes. Online and offline teaching conditions are different, and this affects learning and evaluation differently in these two situations. It is no secret that COVID 19 had a significant impact on many aspects of daily living. The abrupt and rapid transition from a traditional to a virtual learning environment has had a substantial impact on students' attitudes toward learning (Shetty, Shilpa, Dey, Kavya, 2022). Online and offline testing as well as their potential effects on the reading comprehension have gotten little attention in the Iranian school education context, despite the crucial roles they play in students learning effectiveness. Since the Covid-19 is not over yet, there is a possibility of its spread at any moment and schools should be able to hold online exams. This study aims to visualize the comparison between online and offline testing through quantitative survey in education in order to fill in this gap. The results of this study can help students better understand how modes of tests are compared in the context of Iranian education and also assists students to know how reading comprehension promote student s' awareness toward assessment and what extend they believe in integrating communication issues in ELT classes.
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