Journal articles: 'Factors affecting reading comprehension'

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Yang, Xiaoling. "Study on Factors Affecting Learning Strategies in Reading Comprehension." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 586. http://dx.doi.org/10.17507/jltr.0703.21.

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This paper presents the literature on reading competence and analyzes the influence of factors on students’ strategy use. The necessity of integrating social and individual factors in the studies of learning strategy, especially individual factors affecting the improvement of reading competence is made explicit, and this is followed by the description of situational factors and individual factors such as motivation, age, sex, personality and so on.

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Kiew, Stephanie, and Parilah M. Shah. "Factors Affecting Reading Comprehension among Malaysian ESL Elementary Learners." Creative Education 11, no. 12 (2020): 2639–59. http://dx.doi.org/10.4236/ce.2020.1112196.

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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 180. http://dx.doi.org/10.5539/ijel.v6n5p180.

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<p>Reading comprehension is a significant skill that furthers the development of learners’ various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and reading strategies, elaborate previous findings about the relationship between reading strategies and reading comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies for reading comprehension, and finally mention suggestions for improving reading comprehension skill. The findings of this review paper indicated that appropriate reading strategies play a vital role in improving EFL learners’ reading comprehension skill.</p>

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Kyung Ja Kim. "Factors affecting English reading comprehension of Korean middle school students." Jungang Journal of English Language and Literature 57, no. 1 (March 2015): 45–64. http://dx.doi.org/10.18853/jjell.2015.57.1.003.

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Montera Cadiong, Amado. "Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite." International Journal on Integrated Education 2, no. 5 (October 23, 2019): 44–53. http://dx.doi.org/10.31149/ijie.v2i5.134.

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This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically

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이영미. "Reading Comprehension and Factors Affecting the Reading Outcomes in School-Aged Children with Cochlear Implants." Journal of Special Children Education 15, no. 3 (September 2013): 67–79. http://dx.doi.org/10.21075/kacsn.2013.15.3.67.

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김재우. "A Study of factors affecting on Bible reading comprehension in Older Children." Journal of Christian Education in Korea ll, no. 55 (September 2018): 421–59. http://dx.doi.org/10.17968/jcek.2018..55.012.

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Suhita, Raheni, Herman J. Waluyo, and Budhi Setiawan. "Factors Affecting Writing Skill Using Computer Assisted Test (CAT) in Junior High School Students." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 447. http://dx.doi.org/10.14419/ijet.v7i2.13.18137.

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This study aimed to determine the factors affecting writing skill quality and the level of their contribution to help language teachers to formulate more effective strategies using CAT to enhance writing skill. The correlating factors discussed in this research were students’ reading comprehension skill, vocabulary mastery, and attitude toward language. The study applied quantitative approach with simple and multiple correlation and regression techniques. The samples of the study were 100 students taken using stratified random sampling technique from a population of 2000 junior high school students in Surakarta City. The data were collected using multiple choice test for students’ reading comprehension skills and vocabulary mastery, writing assignments, and questionnaires for their attitudes toward the Indonesian language. The findings showed that there are positive correlations between the independent variables, either individually or simultaneously, with writing skill. The individual contribution levels is 44.75% of reading comprehension skill, 27.70% of vocabulary mastery, and 28.5% of attitude toward language. As for the simultaneous correlation of the three determining factors make up to 45.16%. contribution level to writing skill quality. Thus it can be concluded that reading comprehension has the most contribution to writing skill compared to vocabulary mastery and attitude toward language. The identified levels of contribution can be taken into consideration in formulating teaching strategies and materials to enhance writing skill quality.

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Davey, Beth. "Factors Affecting the Difficulty of Reading Comprehension Items for Successful and Unsuccessful Readers." Journal of Experimental Education 56, no. 2 (January 1988): 67–76. http://dx.doi.org/10.1080/00220973.1988.10806468.

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Aisiah, Iis Nur, and Ratna Andhika Mahaputri. "Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (May 29, 2019): 24. http://dx.doi.org/10.33603/perspective.v7i1.1816.

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Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL studentsâ€™ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, researcher collecting all the data in order to find deep information about how Indonesian EFL learnersâ€™ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence studentsâ€™ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence studentsâ€™ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence studentsâ€™ reading comprehension score in aloud group.

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Hamidah, Nuriyatul. "The relational patterns of selected factors influencing the EFL college learners’ reading comprehension." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (January 27, 2021): 149. http://dx.doi.org/10.33474/j-reall.v2i1.6922.

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Having an effect on reading, metacognitive awareness, self-efficacy and motivation are considered as the main factor in affecting EFL reading comprehension. Thus, the aim of the present study is to investigate the relational pattern of those selected factors toward EFL reading comprehension and investigates the contribution of each variable. The design is categorized as quantitative study. The subjects of the study consisted of 90 students of the English Letters and Language, Humanity Faculty, UIN Maliki Malang. The instruments used in this study are a test and questionnaires. Moreover, the data are analyzed using multiple regression techniques including a correlation design called Path Analysis. The result of the study has shown that the regression model in the first layer is proven insignificant to the independent variable. The total contribution of all variables in the first layer is 2.5%. While, the regression model of second layer is proven significant. The total contribution of all variables in the path diagram in the second layer of this study is 44.86%. Based on the result, it is suggested for the future research to have a research on other factors such as combining affective and cognitive factors while considering students’ diversity such proficiency level, personality and gender.

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Cong, Wenjun. "Research on Application of Matlab Uniform Design in Psychological Experiment of Factors Affecting Reading Comprehension." Information Technology Journal 12, no. 19 (September 15, 2013): 5111–14. http://dx.doi.org/10.3923/itj.2013.5111.5114.

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Setianingsih, Ika Sulis. "Factors Affecting the English Reading Literacy of Junior High School Students." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 2 (June 18, 2017): 165. http://dx.doi.org/10.21093/ijeltal.v1i2.18.

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This study aims at finding out how: (1) amount of input, (2) amount of vocabulary, (3) learner’s motivation, (4) amount of input, amount of vocabulary, and learner’s motivation affect the English reading literacy; (5) amount of input affects amount of vocabulary, (6) amount of vocabulary affects learner’s motivation, and (7) amount of input affects learner’s motivation. This study was an ex-post facto. The population comprised year VII students of SMP’s in Bantul District in the second semester of the academic year of 2013/2014. A sample of 384 students was established using the proportional sampling technique. The data were collected through a close-ended questionnaire and test. The close-ended questionnaire was used to collect the data related to students’ learning input and motivation. The test was used to find out the students’ knowledge on vocabulary and reading comprehension. The data were analyzed by employing the linear regression analysis for the linear variables, continued by the multiple regression analysis for the whole variables, and then followed by partial correlation. The findings showed that there is a significant effect of: (1) amount of input; (2) amount of vocabulary; (3) amount of inputs, the learner’s motivation, and amount of vocabulary; (4) amount of inputs and learner’s motivation; (5) learner’s motivation and amount of vocabulary; and (6) amount of inputs and amount of vocabulary on the English reading literacy of SMP students in Bantul District. Meanwhile, there is no significant effect of learner’s motivation on the English reading literacy of SMP students in Bantul District.

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Zoghi, Masoud, Ramlee Mustapha, and Tengku Maasum. "Getting to Know L2 Poor Comprehenders." English Language Teaching 4, no. 1 (February 28, 2011): 98. http://dx.doi.org/10.5539/elt.v4n1p98.

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Among the plethora of studies conducted thus far to explore the factors affecting EFL reading effectiveness, scant attention seems to be paid to the why of poor reading comprehension of most EFL learners. In this regard, the present article capitalized on qualitative research on a small scale, for the purpose of addressing the not-so-often-debated issue of unsuccessful EFL reading competency in the Iranian context. In fact, the purpose of the article was to explore the degree of Iranian EFL learners' awareness of reading comprehension strategies and their potential comprehension failure. To this end, 12 EFL university-level students were interviewed, using a researcher-developed interview questionnaire. An analysis of student data interview revealed that there is an instructional void as regards to reading strategy training in the Iranian educational settings. Ultimately, based on the findings of the study, recommendations for future investigations are discussed.

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Lazarus, Kelechi U. "Socio-Demographic Factors Affecting Reading Comprehension Achievement Among Secondary School Students with Learning Disabilities in Ibadan, Nigeria." IAFOR Journal of Education 8, no. 1 (March 1, 2020): 145–58. http://dx.doi.org/10.22492/ije.8.1.09.

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Parmis, Annie A., Rose B. Bandalan, and Jade C. Clerigo. "Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement." Archives of Business Research 8, no. 6 (June 15, 2020): 32–36. http://dx.doi.org/10.14738/abr.86.8324.

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This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning strategies adopted from Oxford (1990). The study followed a descriptive survey design. Data were analyzed using descriptive statistics. Spearman's Rho was also used for correlation analyses. With regard to the reading motivation and comprehension of the AB-EL students, results showed that among the 11 aspects of the Motivation for Reading Questionnaire (MRQ), three of them emerged as having a significant relationship with reading comprehension. These are "challenge", "compliance" and "reading work avoidance". "Challenge" is positively correlated while "Compliance" and "Reading Work Avoidance" are negatively correlated to reading comprehension. This result implies that those who feel challenged while engaging in the reading selection have a higher level of reading comprehension. However, those who read because they are required to do so have a lower reading comprehension than those who read because they choose to do so. Also, those who tend to read to escape from work have a lower level of reading comprehension. Therefore, one's reading motivation can in a way affect his or her reading comprehension. Among the three factors that have a significant relationship with reading comprehension, "Compliance" is considered to be the most influential to students' reading comprehension. Therefore, reading to accomplish a requirement has a greater negative effect on the students' reading comprehension than reading to have an excuse to escape from work. It is disadvantageous because reading for the sake of completing or accomplishing a requirement or task is not the ideal expectation when someone reads for comprehension. Reading for comprehension embodies everything from meaning-making to experiential learning. Meanwhile, with regard to the language learning strategies in relation to the academic achievement of Spch 11 students, findings revealed that only Affective Strategies correlate with the students' academic achievement ("good" to "very good"). This implies that all the other language learning strategies covering Memory, Cognitive, Compensation, Metacognitive, and Social are independent to the respondents' academic achievement. Therefore, this study concludes that the affective factors have something to do with one's language learning strategy. Affective strategies tend to have a powerful influence on the techniques to help students control their emotions, attitude, motivation, and values, thus facilitating one's language learning.

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Basizew, Shewa. "An Assessment on Factors Affecting Student –Teachers’ Inferential Understanding in Reading Comprehension Practice: The Case of GilgelBeles College of Teacher Education, BenishangualGumuz Region." International Journal of Social Sciences and Management 4, no. 2 (April 24, 2017): 148–53. http://dx.doi.org/10.3126/ijssm.v4i2.17168.

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This study aimed to assess, identify and analyze factors affecting student-teachers’ inferential understanding in the reading comprehension practices in the English department of GilgelBeles College of teachers Education in BenishangulGumuz Regional State. It attempted to answer the following basic questions: - what factors influence inferential understanding,and how they influence inferential understanding. In order to achieve the objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations. The study reveals that the main impediments that hinder student-teachers’ inferential understanding while practicing for reading comprehension are lack of regular practice, poor high school background knowledge , the physical environment ( high temperature) , lack of motivation, large class size and lack of teacher commitment in supporting students, loss of attention towards implied meanings and problem of using reading strategies effectively. The studies also indicate that, student –teachers need to develop their motivation and to practice reading activities more frequently. Furthermore, teachers need to commit to providing their students with more practice making use of authentic materials. In addition, installing fans in college classrooms would improve learning conditions and building more classrooms would help limit the number of students in a class. Int. J. Soc. Sc. Manage. Vol. 4, Issue-2: 148-153

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Haghani, Nader, and Fereshteh Bahmannejad. "Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education." Journal of Education and Learning 7, no. 1 (August 23, 2017): 1. http://dx.doi.org/10.5539/jel.v7n1p1.

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The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL learners at Level B1 in Iran Language Institute in Mashhad have completed a three-part pilot gap-filling test as well as the pilot questionnaire called SLTAS (Note 2) to assess their ambiguity tolerance. In order to examine the hypothesis and to answer the research question, the total score of the subjects who participated in the pilot and the main study were analyzed by SPSS program version 18.0. The quantitative-correlative analysis did not demonstrate a statistically significant relationship between the tolerance of ambiguity and reading comprehension. In conclusion, with regard to the multi-dimensionality of reading comprehension, and despite the divergent empirical evidence in research literature, it is still advisable to take into account the affective, cognitive, and extra-linguistic determinants of reading comprehension in further empirical studies from various aspects and to greater extents. This study provides suggestions for the recognition of the interaction between different affective, and cognitive influential factors in the multidimensional reading process, as well as a basis for the teachers’ and linguists’ methodology with respect to learners in terms of their individual differences while instructing reading comprehension in German as a foreign language.

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Cabezuelo Vivo, Rafael, and Víctor Pavón. "Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study." Latin American Journal of Content & Language Integrated Learning 12, no. 1 (November 11, 2019): 18–45. http://dx.doi.org/10.5294/laclil.2019.12.1.2.

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The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

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Walga Adaba, Habtamu. "Assessing Factors Affecting the Students’ Reading Speed and Comprehension: Manasibu Secondary School Grade Nineth in Focus: Western Wallagga Zone." International Journal of Language and Linguistics 4, no. 5 (2016): 165. http://dx.doi.org/10.11648/j.ijll.20160405.12.

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van Esch, Kees. "De Rol Van Affectieve Variabelen Bij Begrijpend Lezen in Een Vreemde Taal." Leerderskenmerken 37 (January 1, 1990): 45–50. http://dx.doi.org/10.1075/ttwia.37.05esc.

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In the study of the use of context and reading comprehension in a foreign language by Van Esch (1987) a more explorative research question dealt with the relation between the performances of learners of Spanish in context use and reading comprehension on the one hand and affective variables as the learners' perception of their attitude, their self-confidence and their context use in reading-comprehension on the other. These variables were measured by questionnaires of the Likert-type. To improve reliability and empirical validity, factor-analyses were carried out which yielded three factors: Attitude, Self-Confidence and Context-Use. The learners with better than average results on context-use and reading comprehension (the 'good' context-users) proved to be also more than average in these three factors. After a training programme in context-use, the perceptions of an experimental group of less than average ('poor') context-users were significantly higher in two of the three factors, Attitude and Context-Use, than the perceptions of a control group of poor context-users who did not follow this training programme. The third factor, Self-Confidence yielded contradictory results. Conclusions are drawn from the results of this study, which ends with an examination of the implications for the theory and practice of the teaching of foreign language reading comprehension.

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Qasim, Asma Yahya. "A Study of the Factors Affecting the Learning of English Speaking Skills." Academic Journal of Nawroz University 10, no. 1 (March 18, 2021): 193. http://dx.doi.org/10.25007/ajnu.v10n1a1078.

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It is generally assumed that language is a purposeful goal-oriented activity; its main objective is the internalization of a system of rules which defines correct linguistic competence accompanied by the required communicative competence. Added to that, Language is a unity of four major skills, namely listening, speaking, reading and writing. Recently, it has been argued on both linguistics and psychological grounds that the speaking English should be the principal objective in language teaching. Speaking is a very significant skill which overlooks other four sub-skills namely, fluency, accuracy, grammar and comprehension. The current study has been conducted to investigate English language teachers’ perspective of the sources of problems that encounter basic school learners during their learning of English-Speaking Skills from. Moreover, the present study aims at answering the following question: What are the problems that basic school learners face during their learning of English-speaking skills from English language teachers’ perspective? This has been done through a questionnaire prepared by the researcher, based on the relevant literature review and previous studies, and presented to a panel of juries in English language to check its validity and reliability. The questionnaire was then applied to a sample of teachers. The collected data have been statistically analyzed. In the light of the results arrived at, a set of concluding point, some recommendations and suggestions for further research have been put forward.

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Abubakar, Multazam. "THE INTERPLAY OF ANXIETY, LEARNING STRATEGIES AND STUDENTS’ READING COMPREHENSION." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 1 (June 30, 2020): 52. http://dx.doi.org/10.24252/eternal.v61.2020.a5.

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Anxiety is one of factors under affective domain which influences the successfulness of language learning. The aims of this study were to identify the level of anxiety experienced by the students while studying and to investigate the extent to which the students’ anxiety contributes to their reading performance. The research was carried out in the second grade students of a junior high school. The design of this study was correlational research. The data were collected using three instruments: Foreign Language Reading Anxiety Scale (FLRAS), Young Learners’ Language Strategy with Survey questionnaire and reading test. The data were analyzed with questionnaire frequency test and regression analysis. The result indicated that the students’ anxiety level was 65.633 which indicated that they experienced high level of anxiety. To test the effect of learning strategies to as intervening variable in the relationship between anxiety as independent variable and students’ reading comprehension as dependent variable, past analysis was used. Regression coefficient of direct effect, that is the correlation between anxiety and learning strategies, was 0.190; while indirect effect, that is the correlation between anxiety on reading comprehension through learning strategies, was -0.069. The result implied that that learning strategies do not mediate the correlation between anxiety and reading comprehension. Therefore, the anxiety does not affect learning strategies to improve students’ reading comprehension. The findings of this study might be used as input to teachers and students in an effort to create effective classroom environment.

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Lupo, Sarah, Bong Gee Jang, and Michael McKenna. "The Relationship Between Reading Achievement and Attitudes Toward Print and Digital Texts in Adolescent Readers." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 13, 2017): 264–78. http://dx.doi.org/10.1177/2381336917719254.

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This study examined the relationship between adolescents’ reading attitudes and comprehension to better understand the interplay between affective and cognitive factors for students with varying reading abilities. A comprehension proficiency assessment and the Survey of Adolescent Reading Attitudes were administered to 202 ninth graders. Findings indicated moderate correlations between reading achievement and recreational print reading attitudes. Small correlations were found between both academic print and digital text attitudes and reading achievement. No correlations were found between recreational digital text attitudes and achievement, although students demonstrated the most positive attitudes toward recreational digital texts. Students who read on or above grade level demonstrated better attitudes toward recreational print, academic print, and academic digital texts than students who read below grade level. Implications for instruction and future research are discussed, including the need for further exploration of the association between reading achievement and incorporating pleasure reading into the English curriculum. Additionally, given the positive attitudes displayed by both on/above grade-level readers and below grade-level readers toward recreational digital texts, implications of the social nature of reading instruction are discussed.

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Çetin, Kenan, and Ferit Kılıçkaya. "A systematic review of research on reading in English on screen and on paper." Lingua Posnaniensis 61, no. 1 (June 1, 2019): 7–21. http://dx.doi.org/10.2478/linpo-2019-0001.

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Abstract The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students’ behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners’ performances in reading activities in both contexts and sharing preliminary findings and students’ views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.

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Ikonne, Ugochi Happiness. "The influence of cultural constraints on comprehension among second language (L₂) learners: Implications for language teaching and learning." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, no. 1 (April 28, 2020): 135–41. http://dx.doi.org/10.4314/laligens.v9i1.12.

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Very many factors have been found to influence second language learning. For instance, affective factors such as attitude, motivation and personality have usually been acknowledged to play important role in second language learning. Other factors include environmental factors which could be geographical and/or cultural. This discourse reviewed the various ways in which cultural constraints and cultural differences impede comprehension among second language (L2) learners. Emphasis was on listening, reading, pragmatics and viewing comprehension. It was recommended that language teacher apply strategies and techniques like infantilization, dramatization, excursion, audio and visual resources to concretize their lessons. Also, to bridge the cultural gap between the second language learner and the culture of the target language, acculturation or immersion programme is recommended. This is to ensure deeper contact between the learner and the culture, native speakers and the target language.Key Words: culture, comprehension and second language learning

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Shaban, Somayeh, Mohammad Ramazani, and Iman Alipoor. "The Effect of Impulsivity vs. Reflectivity on Reading Comprehension of Iranian EFL Learners." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 52. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.52.

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In recent years attention has been accorded to language learners’ affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat’s (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n=25), impulsive group (n=25) and a control group (n=22). The control group consisted of less impulsive and less reflective learners based on Barrat’s scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.

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Pae, Tae-Il. "Effects of linguistic, cognitive, affective, and social factors on Korean university students’ literal and inferential English reading comprehension." Foreign Languages Education 22, no. 4 (December 30, 2015): 133–54. http://dx.doi.org/10.15334/fle.2015.22.4.133.

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SKALICKY, STEPHEN. "Investigating satirical discourse processing and comprehension: the role of cognitive, demographic, and pragmatic features." Language and Cognition 11, no. 3 (August 27, 2019): 499–525. http://dx.doi.org/10.1017/langcog.2019.30.

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abstractSatire is a subtle type of figurative discourse and is still relatively under-studied from the perspective of figurative language researchers. The purpose of this study is to investigate cognitive, demographic, and pragmatic factors previously suggested to influence satire processing and comprehension but which have yet to be studied using behavioral methods. Specifically, this study examines Need for Cognition (NFC; the desire to engage in cognitively difficult tasks), general knowledge, demographic measures such as language background, and affective perceptions of humor, sincerity, and positivity. Sixty-one participants (32 non-native English speakers) read satirical and non-satirical news reports taken from The Onion and Science Daily, respectively, both published in the United States. Perceptions of sincerity, humor, and positivity, reading times, and written interpretations of the intended meaning for each text were recorded. Results from statistical analyses suggested NFC significantly influenced satirical text reading times. Moreover, language background and perceptions of sincerity significantly influenced satire comprehension. These results highlight an interplay between individual differences during satire processing and comprehension, and work to validate some, but not all, theoretical predictions for satire processing and comprehension.

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Sok, Sarah, Hye Won Shin, and Juhyun Do. "Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests." Language Testing 38, no. 3 (February 25, 2021): 378–400. http://dx.doi.org/10.1177/0265532221991134.

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Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

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Pantao, Alyanah. "Ethnolinguistic Vitality of the Subanen Tribe in Barangay Sebasi, Clarin." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 129–37. http://dx.doi.org/10.32996/ijllt.2021.4.2.16.

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The Philippines is the home of 120-187 dialects by different indigenous groups of people. One of them is the Subanen language which is spoken in various areas of northern, western and southern portions of the Zamboanga peninsula. Many Subanen shows linguistic inadequacy in their own mother tongue-the Subanen language. This study aimed to identify the language vitality of the Subanen in Sebasi, Clarin. Specifically, this study seeks to determine the variables of ethnolinguistic vitality which are respondents’ status, demography, and institutional support and to identify their skills in understanding, speaking, reading and writing in Subanen language. Through researcher-made instruments, the study conducted an actual test and an assessment of the ethnolinguistic vitality of the Subanen respondents. An observation checklist was used in assessing the respondents’ linguistic competence of the Subanen language which catered to four language skills-comprehension, speaking, reading and writing. This was followed by series of interviews to determine the variables for ethnolinguistic vitality including status, demography, and institutional support. Using weighted mean and standard deviation, the researchers was able to determine the respondents’ performance in all linguistic skills tested. Results revealed a weak vitality of the Subanen language in the city. The study revealed that intrinsic and extrinsic factors such as language contact, parental apathy, mixed marriages, and tribal discrimination are contributory factors affecting the language vitality. Further, the interviews revealed the major factors negatively affecting the vitality of the Subanen language in the tribal community in Barangay Sebasi. These factors include (1) language contact, specifically between the Subanen language and the Bisayan dialect, (2) mixed marriages between a Subanen and a “Bisaya," (3) apathy of Subanen parents to teach the language to their children, and (4) discrimination against the Subanen tribe. It is recommended that contemporary Subanen should take more decisive steps in revitalizing their first language for cultural preservation and tribal identity.

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Hidayat, Hendra, Boy Yendra Tamin, Susi Herawati, Khairul Khairul, and Eril Syahmaidi. "The contribution of technopreneurship scientific learning and learning readiness towards the entrepreneurship learning outcomes in higher vocational education." Jurnal Pendidikan Vokasi 9, no. 1 (March 4, 2019): 21–32. http://dx.doi.org/10.21831/jpv.v9i1.20466.

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This research was motivated by the entrepreneurship learning outcomes in vocational education which is still poor. Technopreneurship scientific learning and learning readiness are assumed to be factors affecting entrepreneurship learning outcomes. The purpose of this study is to describe and test the contribution of technopreneurship scientific learning and readiness to learning of entrepreneurship learning outcomes. This research used the quantitative method with correlation descriptive. The population was all students who follow the general course of entrepreneurship in Higher Education for 1100 people. While the samples are 217 students who were selected by using proportional stratified random sampling. This research tool was a Likert scale and a valid and reliable reading comprehension test. Data were analyzed using descriptive statistics, simple regression and multiple regressions. The research findings show that there is a contribution of both technopreneurship scientific learning and learning readiness to entrepreneurship learning outcomes.

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Mouw, Jolien, Nadira Saab, Hannie Gijlers, Marian Hickendorff, Yolinde Van Paridon, and Paul Van Den Broek. "The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes." Frontline Learning Research 8, no. 6 (November 12, 2020): 88–113. http://dx.doi.org/10.14786/flr.v8i6.633.

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The present study aims to provide a systematic understanding of how perspective-taking ability contributes to primary-school students’ cooperative behaviours and learning outcomes. The present study is frontline as we combined person-oriented (e.g., describing patterns of behaviours based on individual characteristics), process-oriented (e.g., examining factors affecting the quality of cooperative behaviours), and effect-oriented (e.g., examining the effect of cooperative learning on individual learning outcomes) analytical approaches within one research framework. In addition, we adhered to the multi-dimensional nature of perspective-taking ability and differentiated between social and cognitive perspective-taking ability while taking into account the contribution of perspective-taking ability at both the individual level and group level (i.e., heterogeneous and homogeneous perspective-taking ability groups) to cooperative behaviour profiles and learning outcomes of primary-school children. Based on transcribed episodes of interaction of 115 fifth-grade students, four different profiles of cooperative behaviours were discerned: captains, hard workers, switchers, and passive participants. We found that these profiles are related to perspective taking conceptualized at the group level, but not to individual-level perspective-taking ability. Profile membership, cognitive perspective-taking ability, and group-level perspective-taking ability could not predict students’ learning outcomes. Social perspective-taking ability and reading comprehension did positively predict learning outcomes. Our findings add to existing knowledge as they suggest that the influence of perspective-taking ability on cooperative behaviours and learning outcomes is susceptible to the conceptualization (i.e., cognitive vs. social) and measurement level (i.e., individual vs. group level) of perspective-taking ability.

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Nikitha, M., H. S. Darshan, B. P. Abhishek, and S. P. Goswami. "Clinical Profiling of a Bilingual Client with Anomic Aphasia." Annals of Neurosciences 27, no. 2 (April 2020): 75–82. http://dx.doi.org/10.1177/0972753120927518.

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Background: Aphasia is an acquired condition affecting auditory comprehension, verbal expression, reading, writing and word-finding abilities along with sensory-motor impairments. Anomia refers to difficulty in word retrieval or naming which is seen irrespective of the type of aphasia. However, if a patient shows word-finding difficulty, in specific, a diagnosis of Anomic aphasia is made. There are variations within anomic aphasia on which the management and recovery depend. The article provides one such case report. Purpose: Speech and language profiling in anomic aphasia, specific treatment strategies, the effect of bilingualism on recovery. Methods: Mr S, a 38-year-old bilingual male reported 5 months post-stroke with difficulty in expressing, difficulty in writing and weakness in the right side of the body. Medical history was checked and speech and language evaluations including both formal and informal assessments were performed. After this, a diagnosis of Anomic aphasia with mild dysarthria was made. An appropriate speech–language therapeutic plan and specific activities were formulated for Mr S in his first language (L1) and he was given a therapy for a span of 3 months. A follow-up evaluation in both first and second language of the patient yielded differential recovery patterns. Results: The diagnosis was affected by different variants of anomic aphasia; treatment was specific to the clinical profiling and followed life-participation approach of aphasia. The recovery was affected by differential recovery patterns between the languages. Discussion: Factors pertaining to diagnosis, recovery, bilingualism and treatment of the client with anomic aphasia are discussed.

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Hódi, Ágnes, B. Mária Németh, and Edit Tóth. "Aspects of Reading Instruction Affecting Second Graders’ Reading Comprehension Outcomes." Magyar Pedagógia 117, no. 1 (2017): 95–136. http://dx.doi.org/10.17670/mped.2017.1.95.

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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Askari, Afsane, Hooshang Khoshsima, Omid Khatin-Zadeh, and Hassan Banaruee. "Learners’ Factors in L2 Reading Comprehension." Global Journal of Educational Studies 3, no. 2 (October 25, 2017): 70. http://dx.doi.org/10.5296/gjes.v3i2.11797.

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Due to the existence of contrastive psychological and biological factors, learning processes vary from person to person. The awareness of the fact that dissimilarity exists among learners’ preferences in learning, determines teachers to accommodate learners needs accordingly. This study aimed to investigate the correlation between learning styles and reading performance of candidates who attended Teacher Recruitment Test in Iran Language Institute. Participants of the study were classified into either failed-group or succeeded-group. To achieve the objective of the study, Ehrman and Leaver’s Questionnaire (2003) was administered to the candidates. Then each participant was included in one of the two groups of ectenic or synoptic learners. Pearson Product Moment Correlation Coefficient was calculated to find any significant correlation between participants’ scores in the reading tasks and their scores as an ectenic L2 learner or a synoptic L2 learner. The obtained value of R was 0.77, which is statistically significant and indicates that synoptic candidates were notably more successful than ectenic candidates in the reading tasks. While synoptic scores were positively correlated with participants’ scores in reading tasks, ectenic scores were negatively correlated with participants’ scores in the test. It was concluded that there is a significant correlation between learning styles and degree of success in reading tasks. A classification of successful learners at reading tests was consequently provided.

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Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.

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Wiener, Judith. "Factors affecting educators' comprehension of psychological reports." Psychology in the Schools 24, no. 2 (April 1987): 116–26. http://dx.doi.org/10.1002/1520-6807(198704)24:2<116::aid-pits2310240205>3.0.co;2-2.

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Xuan, Kan, and Debora Chaterin Simanjuntak. "Studentsâ€™ Perspective of Factors Affecting Listening." Acuity : Journal of English Language Pedagogy, Literature and Culture 2, no. 1 (January 1, 2017): 1–11. http://dx.doi.org/10.35974/acuity.v2i1.584.

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The teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect studentsâ€™ listening comprehension ability; which are: Limitation of Vocabulary, Teaching Strategy, Limitation of Materials and Equipment, Studentâ€™s Listening Anxiety, Exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects studentsâ€™ listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is Limitation of Listening Materials and Equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung. Â Key Words: Listening Comprehension Ability, Exposure towards American English and CultureÂ Â Â Â Â

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Lin Wu, Martin Valcke, and Hilde Van Keer. "Factors Associated with Reading Comprehension of Secondary School Students." Educational Sciences: Theory & Practice 19, no. 4 (October 30, 2019): 34–47. http://dx.doi.org/10.12738/estp.2019.4.003.

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Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.

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Gopal, Revathi, and Che Ton Mahmud. "Prose reading: The influence of text-reader factors." Studies in English Language and Education 6, no. 2 (October 1, 2019): 187–98. http://dx.doi.org/10.24815/siele.v6i2.13367.

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This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

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Peñafiel Arcos, Edison Boanerges. "Reading: An overview prior to reading comprehension." SATHIRI, no. 4 (June 20, 2018): 317. http://dx.doi.org/10.32645/13906925.256.

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Reading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Another important component of reading comprehension is the activation of prior knowledge or making connections while reading. So, Readers must be able to draw from their experiences to apply what they are reading. If a student is not able to activate the schema necessary for a specific piece of text, his or her comprehension will be either distorted or greatly hindered. For decades, a great amount of studies have been done to investigate the influences of reading strategies on readers’ comprehension. It has no longer been considered as a static and passive process in decoding words and recoding meanings of individual words or phrases. Instead, reading comprehension has been deemed as an active, dynamic, and growing process of searching for interrelationships in a text. In this context, this research presents those fundamentals that readers bring to the text, the factors that affect reading, as well as the reading phases and their supportive strategies.

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Levesque, Kyle C., Michael J. Kieffer, and S. Hélène Deacon. "Morphological awareness and reading comprehension: Examining mediating factors." Journal of Experimental Child Psychology 160 (August 2017): 1–20. http://dx.doi.org/10.1016/j.jecp.2017.02.015.

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Parish, Charles, and Kyle Perkins. "Factors influencing anaphoric processing in ESL reading comprehension." Journal of Research in Reading 8, no. 2 (September 1985): 106–15. http://dx.doi.org/10.1111/j.1467-9817.1985.tb00311.x.

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Kendeou, Panayiota, Krista R. Muis, and Sandra Fulton. "Reader and text factors in reading comprehension processes." Journal of Research in Reading 34, no. 4 (April 7, 2010): 365–83. http://dx.doi.org/10.1111/j.1467-9817.2010.01436.x.

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Feng, Qian, and Liping Chen. "A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1174. http://dx.doi.org/10.17507/jltr.0706.15.

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The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face of different types of English reading materials. Meanwhile, students can apply productive skills to use English language. It further puts forward 3 teaching methods of reading comprehension strategies: direct explanation, transactional method, interactive constructive method. It ends with factors teachers should take into consideration when teaching reading comprehension strategies. Three methods can be used in combination considering context of Chinese students’ English learning, teachers’ demonstration and effective group discussion and communication.

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Brooks, Gavin, Jon Clenton, and Simon Fraser. "Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 351–76. http://dx.doi.org/10.14746/ssllt.2021.11.3.3.

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This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

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Aisyah, Siti, and Ratih Punamasari. "Relationship between Fifth Grade Students’ Reading Interest and Reading Ability." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 80. http://dx.doi.org/10.33578/jtlee.v4i1.7865.

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The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

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Han, Seon-mi. "The Roles of Vocabulary Size and Morphological Awareness Affecting Reading Comprehension." Secondary English Education 11, no. 3 (August 31, 2018): 101–20. http://dx.doi.org/10.20487/kasee.11.3.201808.101.

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Journal articles on the topic 'Factors affecting reading comprehension'

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