To see the other types of publications on this topic, follow the link: Oral reading – Study and teaching.
Journal articles on the topic 'Oral reading – Study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Oral reading – Study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Amalia, Ila. "Integrated Lesson in Teaching Oral Skill." Loquen: English Studies Journal 12, no. 1 (June 8, 2019): 44. http://dx.doi.org/10.32678/loquen.v12i1.1919.
Full textAbstract:
This study aimed to identify the integrated lesson as an alternative teaching strategy in pronunciation teaching. The pronunciation teaching mainly focused on word ending of past tense regular verbs. The participants of the study included a lecturer and 30 students of English education department. To collect the data, the researcher used observation and reading test. The result showed that the lecturer employed the integrated lesson based on some criteria: the students, the lecturer, the learning environment, the learning resources, and the classroom activities. The reading test result showed that from 30 students, 11 students got 100% of correctness, 3 students got 95% of correctness, 5 students got 90% of correctness, 4 students got 85% of correctness, 3 students got 80% of correctness, 2 students got 75% correctness, and 2 students got 70% of correctness. It was indicated that integrated lesson accomplished by the lecturer with careful planning and preparation could give positive influence to the students’ language comprehension and performance.
2
E. Mondigo, Norman. "Improving Students’ Performance in Oral Reading Through Precision Teaching Approach." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 1 (September 8, 2022): 1–2. http://dx.doi.org/10.54476/apjaet/52752.
Full textAbstract:
This study investigated the effectiveness of Precision Teaching in enhancing the oral reading performance of students at a public high school in Pasig City. Ten students participated in the study. They were the students whose identified reading level was frustration. The Phil-IRI Manual 2018 served as the assessment tool. Pretests and posttests were all taken from the Phil-IRI. In addition, this study employed a mixed-method design to glean the data from the participants. The intervention was provided to the students for four weeks, with two hours allotted per session. For the quantitative component, paired sample t-test and mean were utilized. Thematic analysis was used in analyzing the interview data. Results of the study revealed that there is a significant difference between the pretest and posttest scores of students in oral reading and comprehension. On the other hand, there was no significant difference in the reading speed of students based on their pretest and posttest scores. Based on the thematic analysis of the semi-structured interviews, two major themes were divulged: the learning that took place and the challenges the students encountered during the entire intervention program. The results of this study should be seen in light of the limitations such as the number of participants and the length of the provided intervention program. Keywords: Precision Teaching; oral reading performance; reading speed; reading comprehension
3
Zhang, Yuwan, Binbin Chen, and Xiaomei Zhang. "Effect of Multimodal Teaching on Language Comprehensive Ability under the Background of Artificial Intelligence." Security and Communication Networks 2022 (August 27, 2022): 1–7. http://dx.doi.org/10.1155/2022/3143528.
Full textAbstract:
Reading comprehension is an important language learning skill. In English class, we should pay attention to cultivating students’ reading comprehension ability to help students improve their reading comprehension ability. The application of language service products of artificial intelligence has brought great challenges and opportunities to language teaching. This research starts from the current situation of the teaching mode of English language and literature reading under the background of artificial intelligence. The following four questions are mainly studied. Can the multimodal oral teaching model improve students’ oral English performance? Has the students’ spoken English improved in the three aspects of language content, language accuracy, and pronunciation and intonation? Does multimodal oral teaching have a positive impact on students’ attitudes towards oral learning? How can students improve their English writing? This study uses two research methods, experimental research and questionnaire survey, to explore the above research questions through a 16-week multimodal oral teaching experiment. The subjects of the experiment were 61 non-English majors in two parallel classes in the first year of a university in Xi’an. The experiment is divided into three phases: pretest of oral test, implementation of multimodal oral teaching, and posttest of oral test. The experiment proved that most students (about 67.35%) did not show much interest in reading and writing in English. Only a few students (12.24%) like to read and write. It shows that after accepting the multimodal teaching experiment, the students’ oral English scores have been significantly improved, which is reflected in the language accuracy, pronunciation intonation, and language content. The students’ oral English learning attitude is positive after the multimodal oral teaching.
4
Ortega-Dela Cruz, Ruth, and Mary Kathleen Rose R. Lopez. "Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students." Waikato Journal of Education 27, no. 3 (December 9, 2022): 57–71. http://dx.doi.org/10.15663/wje.v27i3.813.
Full textAbstract:
The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implementation of the study, post-test was given, and results revealed differences in the students’ performance. Findings revealed that the students who were taught using the Gallery Walk technique showed improvement in reading comprehension and oral English language proficiency as compared to those who underwent the conventional teaching technique. In addition, students had positive feedback about the implementation of Gallery Walk. Finally, the study recommended the use of the Gallery Walk technique in teaching English 8 for enhancing reading comprehension and oral English language proficiency.
5
Aldhanhani, Zainab R., and Emad A. S. Abu-Ayyash. "Theories and Research on Oral Reading Fluency: What Is Needed?" Theory and Practice in Language Studies 10, no. 4 (April 1, 2020): 379. http://dx.doi.org/10.17507/tpls.1004.05.
Full textAbstract:
Oral reading fluency skill is considered to be the bridge to reading comprehension. However, it has been neglected in many English reading programs despite the fact that different theories (including behaviorism, information processing model theory, automaticity theory, and Ehri and McCormick’s word learning theory) have shed light on this skill. Therefore, the purpose of this study is to review theories, studies and practices relevant to this skill. This study has two aims: (1) to identify the theories underpinning oral reading strategies and (2) to identify the gap in research so far conducted on oral reading fluency. Various reading-aloud techniques and assessment methods are presented in this study. Moreover, some factors that affect students’ oral reading fluency are illustrated. Significantly, the practices that this study investigates and presents concerning teaching and assessing oral reading fluency might give an inspiration for the policymakers and curriculum designers to integrate oral reading fluency in their reading programs.
6
Michina, E. Y., and E. V. Tartakovskaya. "Reading teaching as a kind of speech activity in study of language for specific purposes." Izvestiya MGTU MAMI 8, no. 2-5 (September 20, 2014): 178–86. http://dx.doi.org/10.17816/2074-0530-67537.
Full textAbstract:
The article considers reading as a kind of speech activity, contributing to the development of skills and abilities of oral speech communication. Reading is characterized as a learning tool on the content and the basic principles of learning, as well as training sequences. The authors propose a method of reading teaching in a non-language university. A text is estimated as communicative speech unit in training. There are outlined the main principles of learning different kinds of reading.
7
Andrianova, Natalia S., Liliya R. Nizamieva, Gulnara I. Nazarova, Olga F. Ostroumova, and Cecile Leblanc. "The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 321. http://dx.doi.org/10.7596/taksad.v6i5.1258.
Full textAbstract:
<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>
8
Jenkins, Joseph R., and Mark Jewell. "Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze." Exceptional Children 59, no. 5 (March 1993): 421–32. http://dx.doi.org/10.1177/001440299305900505.
Full textAbstract:
This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2–6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased. Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not show a similar decline from lower to upper grade levels. Results are discussed in the context of assessment procedures used in formative instruction.
9
Prakash, Remya Rebecca, and Abjy Kurian. "Exploring the Role of Oral Reading Fluency (ORF) in Reading Instruction: A Classroom-based Study with Engineering Students." Artha - Journal of Social Sciences 18, no. 1 (January 1, 2019): 45–57. http://dx.doi.org/10.12724/ajss.48.5.
Full textAbstract:
Teaching reading is a complicated task as reading entails the simultaneous interaction of various component processes. Learning to read fluently is a crucial part of reading acquisition. Despite research conducted in L1 contexts regarding reading fluency, this area has been relatively unexplored in L2 contexts. In reading fluency research, Oral Reading Fluency (ORF) is an important construct which has been closely associated with the reading comprehension of young learners in L1 contexts. This paper aims to investigate the nature of the relationship between ORF and reading comprehension in ESL learners. If ORF proves to be significantly related to reading comprehension, it would be a valuable addition to reading instruction for ESL learners.
10
Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.
Full textAbstract:
The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.
11
Fikni, Zahratul, and Ari Prasetya Ningrum. "The The Use of Students’ Oral Presentation in Enhancing Students’ Response in Teaching Reading." Humanitatis : Journal of Language and Literature 7, no. 2 (July 3, 2021): 143–50. http://dx.doi.org/10.30812/humanitatis.v7i2.1226.
Full textAbstract:
Abstract: This study was aimed to know is there an effect of the use students’ oral presentation in enhancing students’ response in teaching reading . The research design of this study used pre-experimental in one group pretest – posttest design to know students’ response in teaching reading. Pre-test was administrated at the first meeting before teaching them by using each of the defined techniques for the students and post-test was given to the students at the same test after completing the treatment. Then, the researcher analyzed and compared the result of the pre test and posts test to measure the independent variable. The participants of the research were the eleventh grade of SMAN 1 Suralaga, consists of 35 students. The research instrument used by the writer was oral question. The researcher asked the students to give respond based on the text given. This was aimed at knowing the students respond toward the reading text. After the data were collected, the researcher then analyzed them by using t test formula. The finding of the research showed that: mean score of pre test was 15.22, while mean score of post test was 20.87, and observed was 6.94. the table with df=n-1 (35-1=34) and significance level at 0.05 was 2.31. It is means that the treatment by using students oral presentation in enhancing students’ respond in reading text, there was a positive effect to students’ response in teaching reading
12
Saiful, Saiful. "THE EFFECT OF NATURAL READER IN THE TEACHING OF ORAL READING FLUENCY." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (November 9, 2016): 15. http://dx.doi.org/10.29407/jetar.v1i2.476.
Full textAbstract:
Oral reading fluency is important skill that all readers need to develop, because those who has oral reading fluency are assumed to have the skill of reading comprehension and accuracy in delivering the speech. Natural Reader software is a professional text reader that converts any text into spoken words. In this quasi-experimental research applying non-randomized control group design pretest-posttest, the data used were interval data because they were taken from students’ scores of oral reading fluency test.This research was conducted in the English department of a College of Teacher Training and Education in Blitar. Group (1) consisted of 32 students taught using the natural reader software (experimental group) and Group (2) consisted of 35 students taught without using the natural reader software (control group). The control group simply attended in their ordinary classroom without using natural reader software and participated in instruction programs assigned by the lecturer in the classroom. The experimental group attended in the computer lab and listened to the text as it was read by natural reader software. This study revealed that the Natural Reader software could significantly prove that the students was able to read more accurately and at a more appropriate pace using instruction using natural reader software. By using natural reader software, the student could easily have frequently chances to listen the words read by the native speakers as a reader model at normal speed and repeat the copied reading text up to they were able to read fluently as the reader model read the text.
13
Ling, Huang. "The Application of TBLT to Oral English Teaching in Junior High School in China." English Literature and Language Review, no. 55 (May 15, 2019): 57–63. http://dx.doi.org/10.32861/ellr.55.57.63.
Full textAbstract:
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
14
Golkowska, Krystyna U. "Voice And Dialogue In Teaching Reading/Writing To Qatari Students." Journal of International Education Research (JIER) 9, no. 4 (September 29, 2013): 339–44. http://dx.doi.org/10.19030/jier.v9i4.8085.
Full textAbstract:
This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue understood literally and metaphorically as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study incorporated into a writing course in the Pre-medical Education Program at Weill Cornell Medical College in Qatar.
15
Canoy, Desie, and ARLENE LOQUIAS. "Identifying Reading Miscues and Reading Performance in the Oral Reading Verification Test in English: Basis for an Intensive Reading Program." International Journal of English Language Studies 4, no. 4 (November 20, 2022): 38–46. http://dx.doi.org/10.32996/ijels.2022.4.4.6.
Full textAbstract:
Reading serves a vital role in achieving quality education. However, it is alarming to note the learners' poor reading performance in national and international assessments, which schools must address. In this study, the pupils' reading performance is looked into through the Oral Reading Verification Test (ORVT). It is a tool that assists in determining the reading strengths and weaknesses. It also helps to identify the pupils struggling with decoding and comprehension fluency. This study aims to determine the pupils' reading performance profile and the common reading miscues in the pupils' ORV pretest and posttest results. The study employed the descriptive method and was conducted at San Isidro Elementary School, Pilar, Bohol, with 200 pupils as participants from Grades IV, V, and VI. The One-Way-ANOVA F-test was used in identifying the significant mean difference in the pupils' ORV pretest and posttest scores of the control group. The pretest results showed that most of the pupils were at the frustration level, meaning they were slow readers and had poor comprehension. The posttest shows an evident improvement in the pupils' reading performance from frustration to instructional levels. This result was verified when it found a significant difference between pupils' Oral Reading Verification pretest and posttest. The pretest also showed several reading miscues, significantly improving during the posttest. Findings also reveal a significant difference in the pupils' performance when grouped according to grade levels. This study recommends that teachers conduct remedial classes in reading for pupils at the frustration level category and encourage them to read more English reading materials. Likewise, peer tutoring initiated by learners at the independent level is encouraged to help those who are slow readers. Teachers should apply different teaching methods and strategies in reading to catch the pupils' attention, boost their confidence, and read fluently with good comprehension.
16
VYKHRUSHCH, N. "CONTENT AND METHODS OF TEACHING THE GERMAN LANGUAGE IN SECONDARY SCHOOLS OF WESTERN UKRAINE (SECOND HALF OF XIX – EARLY XX CENTURY)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 50–53. http://dx.doi.org/10.33989/2075-146x.2021.27.247026.
Full textAbstract:
The article deals with the analisys of content and methods of teaching the German language in secondary schools of Western Ukraine in the second half of XIX – early XX century. It summarizes positive historical experience of Western Ukraine in teaching the German language, identifies distinctive features of content and methods of teaching the German language in secondary schools in this period and clarifies the importance of researches by Ukrainian scholars, educators and methodologists in order to improve school educational content in modern conditions. To make teaching of the German language more effective diferent tyres of exercises were used: explanatory reading, reading excerpts from prose and poetic works of the past with oral and written retelling, oral and written translation, copying from a texbook, explanatory dictations, memorizing poems and excerpts from prose and writing them from memory in class, grammar and lexical tests. It has been defined that the ideas about daily study of the German language is well worth noting. Grammatical material cannot underlie the study of the German language and should be used to explain complicated structures in the texts.
17
Prihatna Sari, Ferdias. "THE EFFECTS OF TEACHING TECHNIQUES TOWARDS STUDENT’S READING SKILL AT VOCATIONAL HIGH SCHOOL IN SOUTH JAKARTA." Akrab Juara : Jurnal Ilmu-ilmu Sosial 7, no. 4 (November 5, 2022): 103. http://dx.doi.org/10.58487/akrabjuara.v7i4.1941.
Full textAbstract:
The purpose of this study was to: determine the interactional effects of teaching technique towards student’s reading skill that was taught by role plays and filling information gap (both are communicative language teaching) to the students. The research method used was experimental one. Sample size of 60 students consisting of 30 for experimental class and 30 for control class taken from Vocational High School in South Jakarta, and the sampling technique used is cluster sampling. Research instruments used were the test to distinguish the effect of teaching techniques towards student’s reading skill in the form of oral test (5 items for scoring), that have been tested valid and reliable with coefficient of reliability at 0.839 and 0.705. The research uses two-ways ANOVA test. The result showed there is a significant effect of teaching technique towards student’s reading skill, as Fobserved = 95.553 > Ftable = 2.77 and Sig = 0.000 < 0.05. The results contribute most to the increasing of student’s reading skill.
18
Yaqin, Muhammad 'Ainul, and Sihriyatul Jannah. "تأثير تعليم القواعد لتنمية مهارة القراءة بمدرسة الثانوية الاسلامية الأهلية مفتاح العلوم سورين بجمبر جاوى الشرقية." Al-Muyassar: Journal of Arabic Education 1, no. 1 (January 23, 2022): 59. http://dx.doi.org/10.31000/al-muyassar.v1i1.5802.
Full textAbstract:
The aim of this research is (1) to find out the effect of teaching grammar to develop reading skill at Al-Ahlia Islamic Secondary School Miftah Al-Ulum, Surin Jember, in the academic year 2020/2021, (2) to know the effect of teaching grammar to develop the skill of oral and silent reading. The research method that the researcher uses is to use the quantitative research method, which is a research that focuses on collecting quantitative data (data in the form of numbers) and uses statistical analysis as a basis for data presentation, data analysis, hypothesis and conclusion: In this study, it is necessary to test the theory that learning the good It has an effect on developing reading skill at Al-Ahlia Islamic Secondary School, Miftah Al-Ulum, Surin, Jember. To collect data, it is the method of questionnaire, observation, interview and documentation. To analyze the data, the researcher uses statistical methods in the form of (Product Moment). And the percentage on the research topic means causal correlation research. After analyzing the data in the form (Product Moment), the following number was obtained: (1) There is an effect of teaching grammar to develop reading skill. The value is 0.959, 1,000 means that "the effect is very high". (2) There is an effect of teaching grammar to develop the oral reading skill, meaning the obtaining of the value is 0.997, 1,000 that “the effect is very high”, and by the percentage of the silent reading skill, the means of obtaining the value is 0.997, 1,000 that the “high effect” severely."
19
Budiawan, Hery, and Nurul Ulfa Aulia. "Violin Teaching in Sanggar Merah Putih: Case Study of Budi Yuntono's Teaching Style." Gondang: Jurnal Seni dan Budaya 6, no. 2 (December 6, 2022): 272. http://dx.doi.org/10.24114/gondang.v6i2.35692.
Full textAbstract:
The purpose of this study is to find out how the teaching style used by Sanggar Merah Putih. The uniqueness of this sanggar is that it uses traditional teaching on musical instruments originating from the western, namely the violin. The research method used is a qualitative research method with a case study approach. The data search method for this study, researchers made observations, literature studies, documentation, and also interviews to several speakers including sanggar teachers and students at Sanggar Merah Putih which were carried out offline and also online. The results obtained in this study, Sanggar Merah Putih applied several methods, namely oral methods, demonstrations, and imitations in its teaching. sanggar also applies the technique of memorizing the notation of songs instead of reading the notation. Teachers use number notation and also solmization in their teaching, instead of using block note scores as in the teaching of violin instruments in general. With teaching techniques and methods like this, it is able to make children faster to master their musical instruments. Sanggar Merah Putih plays many songs from various genres, ranging from traditional songs, Country, Irish, Pop, and others.
20
Fields, Barry A., and Ann Kempe. "Corrective Feedback in Whole Language Teaching: Implications for Children with Learning Problems." Australasian Journal of Special Education 16, no. 2 (1992): 22–31. http://dx.doi.org/10.1017/s1030011200023976.
Full textAbstract:
Corrective feedback has long been regarded as an essential element in the teaching-learning process. There is, however, little agreement among educators as to what constitutes appropriate feedback. In reading instruction, views on error correction differ in relation to the perspective on reading adopted.In this study, the corrective feedback of whole language teachers was examined. The responses of teachers to a set of oral reading miscues were compared to recommended practices for whole language practitioners and to ideal feedback behaviour based on a review of the literature on effective teaching. This information was then used as a basis for examining both the strengths and limitations of whole language instruction for children who experience difficulty in learning to read.
21
Ekaningrum, Vindy Cahya. "THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTS’ READING COMPREHENSION: A COMPARISON." LET: Linguistics, Literature and English Teaching Journal 7, no. 1 (July 17, 2017): 71. http://dx.doi.org/10.18592/let.v7i1.1513.
Full textAbstract:
Reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. In order to find an effective teaching reading technique, there are studies conducted and developed. One of the strategies to teach reading is called retelling. Many studies found that retelling strategy is effective to teach reading comprehension (Sylvia(2015); Ebaugh (2013); Schisler (2008)). However, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. Sylvia’s (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schisler’s (2008) study shows result in vice versa. Ebaugh’s (2013) study reveals that there were no significant differences between those two strategies. From the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies.
22
Fitzgerald, Nancy S., Susan P. Miller, Kyle Higgins, Tom Pierce, and Dick Tandy. "Exploring the Efficacy of Online Strategy Instruction for Improving the Reading Abilities of Students with Learning Disabilities." Journal of Special Education Technology 27, no. 1 (March 2012): 33–47. http://dx.doi.org/10.1177/016264341202700103.
Full textAbstract:
The purpose of this study was to investigate the effect of using online modules to teach The Word Identification Strategy (Lenz, Schumaker, Deshler, & Beals, 2007) to elementary and middle school students with learning disabilities in reading. The five participants in this multiple probe across participants study were enrolled in an online charter school and received their instruction via the school's Internet-based platform. Baseline, intervention, and maintenance data revealed that all five participants improved in the area of oral reading. Additional standardized and curriculum-based pre- and posttest measures revealed improvements related to oral reading, comprehension, and use of the strategy. Implications for teaching The Word Identification Strategy within an online context are discussed and recommendations for future research in this area are provided.
23
Khamzayev Otakhon. "Use of multimedia technologies in teaching foreign language." International Journal on Integrated Education 3, no. 12 (December 9, 2020): 136–37. http://dx.doi.org/10.31149/ijie.v3i12.950.
Full textAbstract:
The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.
24
Li, Haibo, and Xue Liu. "A Deep Learning-Based Assisted Teaching System for Oral English." Security and Communication Networks 2022 (September 9, 2022): 1–10. http://dx.doi.org/10.1155/2022/1882662.
Full textAbstract:
The progress of global economic integration has forced English learners to have an urgent need to improve their oral English. College students’ oral English ability is currently the worst of the four abilities of listening, speaking, reading, and writing. The main reasons are internal and external. The internal reason is that the pronunciation characteristics of Chinese students are different from those of English. The external cause is that the practice environment and tools of oral English are not ideal, which affects the improvement of learners’ oral English. This study proposes using a deep learning algorithm (DLA) English in the evaluation of oral English quality to improve learners’ oral English level. The quality of oral English can be comprehensively evaluated in terms of pitch, speed of sound, and rhythm. The standard of pronunciation is the foundation of oral English and is the most critical factor. In many DLAs, the input unit of DNN at a certain moment and its upper and lower moment input units have no relationship and are independent of each other, and the timing dependencies of adjacent units are not fully considered. The results are generally not very good on speech recognition tasks. This study proposes a time-delay neural network (TDNN) and a long short-term memory (LSTM) network to calculate the posterior probability of the model state to model context-dependent features in order to solve this problem. The fusion model TDNN-LSTM is applied in the English spoken pronunciation recognition task. To compare the accuracy of oral English pronunciation, several classic DLAs are introduced. The experimental results show that the method described in this study has a number of advantages. Although the performance improvement of this method in terms of recognition accuracy is not large, a certain degree of improvement is also very important for the oral English teaching assistant system.
25
Newman-Thomas, Cathy, Cindy Ann Smith, Xinting Zhao, Caroline I. Kethley, Herbert J. Rieth, Elizabeth A. Swanson, and Yusung Heo. "Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency." Journal of Special Education Technology 27, no. 1 (March 2012): 15–32. http://dx.doi.org/10.1177/016264341202700102.
Full textAbstract:
Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.
26
Englert, Carol Sue, Troy V. Mariage, Adrea J. Truckenmiller, Julie Brehmer, Karen Hicks, and Courtney Chamberlain. "Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (August 13, 2019): 235–56. http://dx.doi.org/10.1177/0888406419863365.
Full textAbstract:
In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.
27
Mol, Suzanne E., Adriana G. Bus, and Maria T. de Jong. "Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language." Review of Educational Research 79, no. 2 (June 2009): 979–1007. http://dx.doi.org/10.3102/0034654309332561.
Full textAbstract:
This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children’s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children’s print knowledge and the strategies that may help transfer intervention effects from researchers to children’s own teachers.
28
Sa'adah, Noor. "TAʿLĪM AL-LUĠAH AL-ʿARABIYYAH FĪ AL-MAʿĀHID AL-ISLĀMIYYAH FĪ INDŪNĪSIYYĀ." Jurnal Al-Maqayis 7, no. 1 (September 8, 2021): 41. http://dx.doi.org/10.18592/jams.v7i1.4929.
Full textAbstract:
This study aims to describe the academic material in Arabic teaching in the salaf and the modern Institutions, and describe the similarities and differences of Arabic teaching in both of them.The study used a qualitative. In this study the data were collected by using interviews, observation, and documentation. To analyze the data, the researcher used the interactive technique of Miles and Huberman, while to test the validity of the data, the method of triangulation technique was used.The result of the study shows the following: (1) The Arabic teaching materials in Rasyidiyah Khalidiyah Islamic boarding schools consist of 10 subjects, while in the Raudhatut Thalibin only consist of 5 subjects. The Rasyidiyah Khalidiyah boarding schools use theory of integrated and separated system in their Arabic teaching materials, while the Raudhatut Thalibin use separated system theory; (2) The instructional method engaged in Arabic teaching is the eclectic method. The teaching use concrete (indrawi) media. Both oral and written test were applied in the evaluation system; (3) The kinds of language environment applied in Arabic teaching in Rasyidiyah Kalidiyah Islamic boarding school consist of the environment of listening and reading. While speaking, reading and listening environments, were applied in Raudhatut Thalibin Islamic boarding school.Keywor
29
Kimura, Midori. "Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 1–12. http://dx.doi.org/10.4018/ijcallt.2012010101.
Full textAbstract:
The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.
30
Abdel-Reheem Amin, Eman. "Using Repeated- Reading and Listening –While- Reading via Text-To- Speech APPs. in Developing Fluency and Comprehension." World Journal of English Language 12, no. 1 (February 23, 2022): 211. http://dx.doi.org/10.5430/wjel.v12n1p211.
Full textAbstract:
One of the challenges in teaching a foreign language is: finding appropriate ways to enable students to develop their reading fluency and comprehension. Repeated reading and listening-while-reading are two significant strategies that enhance students’ fluency and comprehension. This study aimed to develop fluency and comprehension of EFL college students. During the treatment, the teacher trained the students to use some free Text to Speech apps that support oral repeated reading RR and listening while reading LWR activities. Pre-post tests were used to assess students’ reading fluency and comprehension. Data obtained from the tests were analyzed statistically through SPSS software. Results indicated development in students’ reading fluency and comprehension. Conclusions suggested the use of RR and LWR through Text to speech apps to assist the reading skills of higher education students. It is recommended that TTS Apps are promising tools that can be integrated into reading instruction.
31
Nicholas, Maria, Elizabeth Rouse, and Louise Paatsch. "Child-Centred Teaching: Helping Each Child to Reach Their Full Potential." Education Sciences 11, no. 6 (June 7, 2021): 280. http://dx.doi.org/10.3390/educsci11060280.
Full textAbstract:
Research has shown that schoolteachers often prepare children for success in standardized reading assessments by ‘teaching to the test.’ Concurrently, research exploring children’s emergent literacies and ‘school readiness’ has shown that early childhood teachers often feel pressured to ‘prepare’ children for school and may do so by focusing on print-related literacies, to the detriment of earlier stages of the oral-to-print continuum. This raises the concern that teaching children as a group, preparing them for the next ‘stage of education,’ will disadvantage children who are working below or above expected levels of development. Our study explores the teaching approaches used with a group of foundation-year children who achieved more advanced reading outcomes than children from four adjacent classrooms in their first year of schooling. We collected the reading and letter-identification outcomes of 16 children in the teacher’s foundation-year class and interviewed her about her practices. Findings showed that the teacher used her knowledge of what the children should achieve in standardized assessments as a minimum expectation and moved beyond the content of such assessments when warranted, as determined by informal assessments. As a result, every child in the class met, and many exceeded, minimum reading standards by year’s end. We conclude that using an individualized, child-centred pedagogy, informed by a combination of standardized and informal assessments, allowed the teacher to support her students to develop a range of reading abilities and to reach their full potential.
32
Wang, Lingtuo, and Zhiqiang Xu. "An English Learning System Based on Mobile Edge Computing Constructs a Wireless Distance Teaching Environment." Mobile Information Systems 2021 (July 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/2718859.
Full textAbstract:
The development of information technology and the progress of the educational information process provide technical support for the construction of a distance learning environment for learning English. Online teaching mode is a new thing for people, and it is more and more accepted by people familiar with it. We summarize and analyze the texts of short messages generated by students’ online learning, so as to fully understand students, make effective adjustments to the classroom, guide teachers’ teaching practices, optimize the classroom, and improve students’ learning, practical, and innovative abilities, in order to study the effect of online teaching on improving the ability and skills of learning English efficiently. This paper builds wireless distance teaching based on the English learning system of mobile edge computing and uses the method of case analysis and literature analysis to collect data from the database. A model was built based on online teaching, and a large number of relevant documents were read and analyzed through the literature survey method. The results of the study show that online teaching can effectively improve students’ oral and reading abilities. Students’ oral and reading abilities are about 30% higher than traditional teaching methods, and the awareness of cooperation among students has also increased by 80% compared to before, which solves the problem of popularization and improvement. The contradiction and the resolution of polarization and the transformation of underachievers, so that students’ personalities can be brought into full play and development, and college education will be on the track of quality education. This shows that the wireless long-distance teaching environment constructed by the English learning system based on mobile edge computing can play an excellent role in improving English ability.
33
Monteiro, Zemilda, and Sebastiao Pereira. "The Effect of Contextual in Teaching Materials on Writing Kid Stories Grade 4th Elementary School in Surakarta." International Journal of Social Science Research and Review 3, no. 4 (December 9, 2020): 55–61. http://dx.doi.org/10.47814/ijssrr.v3i4.66.
Full textAbstract:
Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently, reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon. But the ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. The aims of research consist of the following to know effect contextual in teaching materials on writing kid stories grade 4th Elementary School in Surakarta. The study employs experiment method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research sig value. <from α or 0.03 <0.05, so Ho = rejected and H1 = accepted which means there is a difference of effectiveness between learning with conventional teaching material used by teacher with teaching material on writing kid stories based on contextual.
34
Mintre, Rosalinda, and Anita Lie. "Higher Order Thinking Questions in Teaching Reading in a Private Primary School." Beyond Words 8, no. 1 (May 2020): 36–46. http://dx.doi.org/10.33508/bw.v8i1.2092.
Full textAbstract:
In order to meet up the needs of acquiring the 21st century skills, students need to be equipped with critical thinking skills. In English language learning, one way to foster students’ critical thinking is through Higher Order Thinking (HOT) questions in reading. This study unveils the implementation of HOT questions in Grade 5 reading classes in a private primary school in Surabaya. The study in particular was aimed to find out (1) the structure of the teacher’s questions, (2) the types of the teacher’s questions, and (3) the students’ responses. This study used the New Bloom’s taxonomy as the underlying instrument for classifying the types of questions and the students’ responses. Four class observations, four teacher’s interviews and two students’ focus group discussions were conducted in this study. The recorded data were transcribed and analyzed to get the results. The results of the data analysis indicate that 65.15% of the total of 66 questions used by the teacher in the classroom were HOT questions. Among all types of HOT questions, the New Bloom’s analyze questions were used the most with 37.88% of the total questions. HOT questions were mostly addressed during the whilst-instructional activities. Interestingly, the HOT questions were answered in different forms: oral answers, dramatizations and presentations. Related to this finding, the teacher was quite satisfied with the students’ responses since they reached the same thinking level, although sometimes it is necessary for the teacher to simplify his questions in order to get students’ responses.
35
Khetam Abd Al- Rahman Al- Rawashdeh, Khetam Abd Al Rahman Al Rawashdeh. "The effect of using Audio Visual Chat on seventh grade students' oral skills in Jordan and their attitudes toward it: أثر استخدام الدردشة المرئية على المهارات اللفظية لمتعلمي اللغة الإنجليزية لدى طلاب الصف السابع في الأردن واتجاهاتهم نحوها." مجلة العلوم التربوية و النفسية 5, no. 36 (September 30, 2021): 198–81. http://dx.doi.org/10.26389/ajsrp.k250421.
Full textAbstract:
This study aimed to examine the effect of audiovisual chat on seventh grade students English foreign language (EFL) learners’ oral skills. It also investigated the seventh grade students' attitudes toward using audiovisual chat in teaching and learning oral skills in English. The study participants consisted of 32 seventh grade female students from Al Khanasiri Mixed Elementary School at Al- Mafraq, North West Badia Region during the first semester of the scholastic year 2020/2021. The study's participants were divided into two groups: The first group was experimental consisted of (16) students who used the audiovisual chat and the second group was a control one consisted of (16) students who were submitted to regular instruction. To carry out this study, two instruments were used which were the pre- test and post- test. They were of two parts: a speaking and reading test that examined students’ ability to interact appropriately in communicative settings and a questionnaire. To measure the effects of audiovisual chat on the seventh grade learners’ oral skills, before beginning the experiment, both groups will take a speaking and reading test to measure their existing awareness at the start of the first semester of the academic year 2020/2021. The study's findings show that the experimental group performed better in the oral ability than the control group, due to this new teaching approach that incorporates audiovisual chat. The study's findings reveal that the experimental group is more inspired than the control group. This is due to the effect of using audiovisual chat. Accordingly, a number of conclusions and recommendations are provided.
36
Chen, Shijun, and Jing Wang. "Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course." English Language Teaching 12, no. 3 (February 11, 2019): 119. http://dx.doi.org/10.5539/elt.v12n3p119.
Full textAbstract:
Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.
37
Saputri, Sisca Wulansari. "TEACHING READING BY USING INQUIRY BASED LEARNING (IBL) SISCA WULANSARI SAPUTRI." Journal of English Language Teaching and Literature (JELTL) 1, no. 1 (August 6, 2018): 50–63. http://dx.doi.org/10.47080/jeltl.v1i1.104.
Full textAbstract:
The study is aimed to explain the using of Inquiry-based learning for teaching reading at English Department UNBAJA 2016/2017. The researcher got the data of this research from events, informant and document. This research is descriptive qualitative research. The method of collecting data is observation, interview and document. The technique of data analysis is data reduction, data display and conclusion drawing/verification. The result of the analysis show that: 1) For learning objective there are two kinds namely: general learning objective and specific learning objective. 2) In the classroom procedure, the researcher found that the lecture used Inquiry based learning in teaching Reading at Literal Reading Class. Any three steps, there are: Exploration, Elaboration and Confirmation. 3) The classroom technique that the researcher found during the observation such as oral repetition, identifying key-words, answering the questions, free writing, problem solving and reading passage. 4) The researcher found four kinds of Instructional materials during the observations, there are (a) textbook, (b) picture in the monitor, (c) slide of power point, and (d) video. 5) There are two of lectures’ role that the researcher found in the English Department UNBAJA during the observation. 6) media that used in English Department UNBAJA, which is used in teaching learning process at Literal Reading class such as: (a) picture, (b) Board, (c) Laptop, and (d) tape recorder. And 7) Type of Assessment tools used are daily test, midterm examination and final examination. The results showed thatstudents who were instructed through Inquiry-Based Learning (IBL) were achieved higher score than the ones which wereinstructed through the traditional method.
38
Barakat, Mahmoud Abdelrazig Mahmoud, and Amna Mohammed Bedri. "Examining the Simplified Novels (SNs) as Supplementary Materials in Light of the Teachers’ Objectives and Teaching Techniques." Language Circle: Journal of Language and Literature 12, no. 2 (April 24, 2018): 115–21. http://dx.doi.org/10.15294/lc.v12i2.14171.
Full textAbstract:
Simplified novels are believed to assist in the achievement of a number of language and non-language objectives. This paper will examine the possibility of using the simplified novels as supplementary materials with secondary school students from the teachers‘ perspectives. The study uses the interview as a tool to elicit data about the teachers‘ objectives and the techniques employed in teaching the simplified novels. Ten teachers are included in the sample: 4 females and 6 males. They all work in model secondary schools and teach the simplified novels to their students. It has been found that the main objective is to improve the students‘ reading skills with a moderate potential for supporting their oral/aural skills. Increasing students‘ motivation is viewed as an important objective, while non-language objectives have received no attention. As for the teaching techniques, loud reading is found to be dominant, with almost complete absence of silent and home reading. Discussion comes in the second place (5 teachers), while role play is used by only 3 teachers. The study recommends the use of more challenging materials as the teachers believe the simplified novels being used do not help increase their students‘ vocabulary. Moreover, the teachers‘ beliefs about loud reading and non-language objectives need reexamination.
39
Полушина, Lyubov Polushina, Давыдова, and Lyudmila Davydova. "Main Criteria of Content Selection in Teaching Foreign Languages at Master Programs." Socio-Humanitarian Research and Technology 4, no. 3 (September 17, 2015): 52–58. http://dx.doi.org/10.12737/13360.
Full textAbstract:
This article is about the training of masters in foreign
languages. Efficiency of their training depends on their informative
activity and independence. One of the most effective ways of boosting
their educational activity is professional training. The study of
foreign languages must be connected with future profession. The
students read original literature to get necessary information for
their future work. The main kind of text work is reading. It is also
necessary to pay attention to other kinds of speech activity (summarizing,
annotation), as well as to develop oral speech in foreign
language.
40
Arr V. Sangoyo , PhD, Jay. "CORRELATES OF STUDENTS ENGLISH ADROITNESS." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 1031–38. http://dx.doi.org/10.21474/ijar01/11931.
Full textAbstract:
The study was conducted to determine the factors of students English adroitness. Findings revealed that in terms of reading and literature grasp, writing discourse, listening, oral language and viewing were described as highly evident. The assessment of the teacher-respondents on students English adroitness in terms of reading and literature grasp was significantly higher than the assessment of the student-respondents. However, no significant differences were found between the assessments of the teacher and student-respondents with regard to English adroitness of the students themselves in terms of writing discourse, listening, oral language, and viewing. Based on the findings of the study, the following conclusions were drawn. There is no significant difference between the two groups of respondents assessment on students English adroitness. There is a significant relationship between the students factors in English adroitness and the students English adroitness. There is a significant correlation between the teachers factors in the teaching and learning of English and the students English adroitness.
41
Jiang, Lin, Yingxuan Luo, and Jianling Zhan. "Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task." Chinese Journal of Applied Linguistics 44, no. 3 (September 1, 2021): 314–34. http://dx.doi.org/10.1515/cjal-2021-0020.
Full textAbstract:
Abstract This study aims to uncover the relationship between interaction and alignment in a reading-speaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task; 2) increasing interaction intensity generated stronger alignment at both linguistic and situational levels; 3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect (Wang, 2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.
42
De Juan, Vida May T. "Multisensory Teaching-Learning Approach in Reading for Pupils at Risk of Dropping Out (PARDO)." University of Bohol Multidisciplinary Research Journal 3, no. 1 (May 18, 2015): 48–59. http://dx.doi.org/10.15631/ubmrj.v3i1.22.
Full textAbstract:
The multisensory approach refers to any learning activity that combines two or more sensory strategies to take in or express information, and these have been particularly valuable in literacy and language learning. This study utilized a multisensory approach to reading to motivate visual, auditory, tactile, and kinesthetic (VAK) learners and assess the five-month reading intervention program for the pupils who are at risk of dropping out. It used documentary analysis, oral diagnostic tests for the Grade I Pupils At Risk of Dropping-Out (PARDO). Such was conducted on a one-on-one basis to assess the reading skills of the pupils, and the results were subjected to a t-test. The normative-descriptive method was employing a self-made questionnaire to gather information regarding the facilitators’ profile and their perceptions regarding the program. There was a significant leap in the performance of the subjects between the pretest and posttest. A significant improvement was observed in the performance of the pupils in the posttest. The program is very helpful to young learners; it encourages them in continuing their studies, especially those who are considered slow learners.
43
Ahmed, T. Assist Yasmeen Bade'a. "Evaluating the questions of Reading Book for the Sixth Grade from Teachers' Viewpoints." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 222, no. 2 (November 6, 2018): 335–56. http://dx.doi.org/10.36473/ujhss.v222i2.406.
Full textAbstract:
The researcher has addressed the questions of the Reading Book for the Sixth Primary Grade to be studied as the subject needs to be paid an adequate attention for its importance in teaching and not to be seen as a subordinated subject. The researcher has chosen the reading book for the Sixth Primary Grade since the Sixth Primary grade is the final and the elementary stage of education as well as pupils should adequately practise the exact reading and oral expression. The study aims at evaluating the questions of the Reading Book for the Sixth Primary Grade from Teachers' Viewpoints. To attain the study aim, the researcher has chosen the sample of 40 (females and male) teachers in the Directorates General (Al-Rusafa 1,2 and Karkh 1,2). The researcher analyzed the results and presented them according to the questionnaires and their fields, and reached several conclusions and recommendations. The researcher examined the results and recommendations of the research sample of teachers and teachers. And proposals.
44
Fatollahi, Moslem. "Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students." English Language Teaching 9, no. 3 (February 14, 2016): 153. http://dx.doi.org/10.5539/elt.v9n3p153.
Full textAbstract:
<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>
45
Martínez Adrián, María. "The efficacy of a reading aloud task in the teaching of pronunciation." Journal of English Studies 12 (December 20, 2014): 95. http://dx.doi.org/10.18172/jes.2825.
Full textAbstract:
Empirical studies have shown that explicit instruction leads to the improvement of perception (e.g. Strange and Dittman 1984; Jamieson and Morosan 1986; Cenoz and García Lecumberri 1999) and oral production (e.g. Couper 2003; Derwing and Munro 2005; Smith and Beckman 2005). Nonetheless, it is necessary to test different types of activities intended for the explicit teaching of pronunciation. This action-research study aims to test the efficacy of a reading aloud task with a noticing and an awareness component in the teaching of pronunciation, and to gauge learners’ beliefs regarding the use of this learning tool. Twenty first-year students of the BA in English Studies at the University of the Basque Country participated in the investigation. Ten written texts were selected by the instructors in order to practice reading aloud for ten weeks. Students went through two phases when doing this task in class: noticing and awareness. They were tested on articulation of sounds, stress placement and intonation through two different texts at two different times. Students were also administered a questionnaire to analyze their opinions regarding the usefulness of this learning task. The assessment of the recordings revealed that learners obtained better means in the case of the second text analyzed. Similarly, the analysis of the responses given to the questionnaire indicated that students considered the reading aloud task a good instrument to improve their pronunciation in English.
46
Asnawi, Asnawi. "The effects of immersive multimedia learning with peer support on speaking skill among male and female students." Studies in English Language and Education 2, no. 2 (October 1, 2015): 105. http://dx.doi.org/10.24815/siele.v2i2.2694.
Full textAbstract:
This study investigated the effects of immersive multimedia language learning technique on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the first language of the students amongst both males and females. A quasi-experimental design was employed for the study. Eighty first-year university students enrolled in English as a Foreign Language (EFL) course were selected for this study and the teaching treatment was followed for eight sessions with one session per week. Data were analysed using one-way ANOVA. The findings showed that following the immersive multimedia learning, male students in the immersive multimedia group with peer support performed significantly better in four of the six measures of reading skills, namely, phrasing, stress, intonation, and integration as compared to their counterparts in the non-peer supported groups and there were no significant differences for pausing and rate. On the other hand, female students in the immersive multimedia learning with peer support group performed significantly better in all six measures of oral production for reading and speaking than their counterparts in the groups without peer support. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies by the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially amongst the female students.
47
Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.
Full textAbstract:
It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
48
Adviento-Rodulfa, Cheryll, and May Rhea S. Lopez. "Paired Reading Strategy and Comprehension Level Among Grade 10 Students." World Journal of English Language 12, no. 1 (December 23, 2021): 104. http://dx.doi.org/10.5430/wjel.v12n1p104.
Full textAbstract:
This study aimed to determine the effectiveness of paired – reading strategy in improving the reading comprehension of Grade ten learners. In this study, the subjects were profiled first about their age, sex, parents’ highest educational attainment, family income and availability of reading materials. Then, the subjects reading comprehension level was also determined before and after the exposure in paired – reading strategy.The subjects of this study are the Grade 10 – Ruby learners which are assigned as control group and Grade 10 – Jade learners which were assigned as experimental group. Both groups are enrolled in Palina East National High School, Urdaneta City, Pangasinan, where the study was conducted, during the school year 2019 – 2020.In this study, the researcher utilized descriptive research design in addressing the problems about the profile of the subjects and their reading comprehension level. Then, a quasi - experimental research design was also used to determine the effectiveness of paired reading strategy in improving the reading comprehension of the learners. And in gathering the data needed in this study, a test which is the Oral Reading Comprehension assessment was utilized.Findings of the study revealed that both groups, the control and the experimental group, are at the literal level of reading comprehension before exposing to paired – reading strategy, then after the experimentation, the control group reached the interpretive level of reading comprehension while the experimental group reached the applied level of reading comprehension. Results were further supported by the findings of test of difference between the post-test of both groups which revealed that the experimental group had statistically better performance compared to the control group. Thus, paired reading strategy is more effective than traditional teaching in facilitating reading comprehension among learners.
49
Salmerón, Ladislao, and Ana Llorens. "Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples." Journal of Educational Computing Research 57, no. 2 (February 5, 2018): 343–59. http://dx.doi.org/10.1177/0735633117751605.
Full textAbstract:
During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.
50
Rodríguez-Álvarez, Alicia. "Teaching Punctuation in Early Modern England." Studia Anglica Posnaniensia 46, no. 1 (January 1, 2010): 35–49. http://dx.doi.org/10.2478/v10121-009-0027-0.
Full textAbstract:
Teaching Punctuation in Early Modern England Much has been written on the punctuation practice of late sixteenth- and seventeenth-century English writers in order to work out the ultimate function of marks of punctuation. The main point of discussion has almost ever been whether punctuation indicated syntactic relationships or represented speech pauses either to give emphasis in oral delivery or just to be able to breathe. The focus of this paper, however, is the theory rather than the practice, in particular, the set of rules and conventions used by schoolmasters to guide students in their use of stops. Thus, textbooks used at the time to teach reading and writing will constitute our main sources of information to achieve the following aims: (i) to offer a classification of the different marks of punctuation described, (ii) to establish the functions schoolbooks assigned to punctuation marks in general, and (iii) to assess the importance schoolmasters gave to pointing. The results of this study - which follows the works by Ong (1944) and Salmon (1962, 1988) - will contribute to shed light on the ever-lasting debate on the principles guiding Early Modern English punctuation usage.