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Journal articles on the topic 'Oral reading – Study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Amalia, Ila. "Integrated Lesson in Teaching Oral Skill." Loquen: English Studies Journal 12, no. 1 (2019): 44. http://dx.doi.org/10.32678/loquen.v12i1.1919.

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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

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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 (2022): 1–2. http://dx.doi.org/10.54476/apjaet/52752.

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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 com

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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.

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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 tea

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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 (2022): 57–71. http://dx.doi.org/10.15663/wje.v27i3.813.

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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 implement

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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 (2020): 379. http://dx.doi.org/10.17507/tpls.1004.05.

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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 conduct

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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 (2014): 178–86. http://dx.doi.org/10.17816/2074-0530-67537.

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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.

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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 (2017): 321. http://dx.doi.org/10.7596/taksad.v6i5.1258.

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<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 p

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Jenkins, Joseph R., and Mark Jewell. "Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze." Exceptional Children 59, no. 5 (1993): 421–32. http://dx.doi.org/10.1177/001440299305900505.

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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

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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 (2019): 45–57. http://dx.doi.org/10.12724/ajss.48.5.

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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

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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 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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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. Inter

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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 (2021): 143–50. http://dx.doi.org/10.30812/humanitatis.v7i2.1226.

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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 mea

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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 (2016): 15. http://dx.doi.org/10.29407/jetar.v1i2.476.

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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

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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.

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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 in

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Golkowska, Krystyna U. "Voice And Dialogue In Teaching Reading/Writing To Qatari Students." Journal of International Education Research (JIER) 9, no. 4 (2013): 339–44. http://dx.doi.org/10.19030/jier.v9i4.8085.

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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.

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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 (2022): 38–46. http://dx.doi.org/10.32996/ijels.2022.4.4.6.

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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' OR

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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.

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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

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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 (2022): 103. http://dx.doi.org/10.58487/akrabjuara.v7i4.1941.

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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

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Yaqin, Muhammad 'Ainul, та 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, № 1 (2022): 59. http://dx.doi.org/10.31000/al-muyassar.v1i1.5802.

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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 i

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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 (2022): 272. http://dx.doi.org/10.24114/gondang.v6i2.35692.

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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 t

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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.

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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 tea

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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 (2017): 71. http://dx.doi.org/10.18592/let.v7i1.1513.

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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 (201

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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 (2012): 33–47. http://dx.doi.org/10.1177/016264341202700103.

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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 pr

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Khamzayev Otakhon. "Use of multimedia technologies in teaching foreign language." International Journal on Integrated Education 3, no. 12 (2020): 136–37. http://dx.doi.org/10.31149/ijie.v3i12.950.

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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 languag

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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.

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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 dee

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Newman-Thomas, Cathy, Cindy Ann Smith, Xinting Zhao, et al. "Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency." Journal of Special Education Technology 27, no. 1 (2012): 15–32. http://dx.doi.org/10.1177/016264341202700102.

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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 co

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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 (2019): 235–56. http://dx.doi.org/10.1177/0888406419863365.

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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

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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 (2009): 979–1007. http://dx.doi.org/10.3102/0034654309332561.

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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 varianc

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Sa'adah, Noor. "TAʿLĪM AL-LUĠAH AL-ʿARABIYYAH FĪ AL-MAʿĀHID AL-ISLĀMIYYAH FĪ INDŪNĪSIYYĀ". Jurnal Al-Maqayis 7, № 1 (2021): 41. http://dx.doi.org/10.18592/jams.v7i1.4929.

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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 Islami

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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 (2012): 1–12. http://dx.doi.org/10.4018/ijcallt.2012010101.

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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 particip

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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 (2022): 211. http://dx.doi.org/10.5430/wjel.v12n1p211.

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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 com

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Nicholas, Maria, Elizabeth Rouse, and Louise Paatsch. "Child-Centred Teaching: Helping Each Child to Reach Their Full Potential." Education Sciences 11, no. 6 (2021): 280. http://dx.doi.org/10.3390/educsci11060280.

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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

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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.

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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 innovati

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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 (2020): 55–61. http://dx.doi.org/10.47814/ijssrr.v3i4.66.

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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 de

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Mintre, Rosalinda, and Anita Lie. "Higher Order Thinking Questions in Teaching Reading in a Private Primary School." Beyond Words 8, no. 1 (2020): 36–46. http://dx.doi.org/10.33508/bw.v8i1.2092.

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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 t

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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, № 36 (2021): 198–81. http://dx.doi.org/10.26389/ajsrp.k250421.

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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) student

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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 (2019): 119. http://dx.doi.org/10.5539/elt.v12n3p119.

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Task-based language teaching on the purpose of enhancing students&rsquo; 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&rsquo;s own teaching practice to explore positive impacts on students&rsquo; competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The resear

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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 (2018): 50–63. http://dx.doi.org/10.47080/jeltl.v1i1.104.

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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 classroo

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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 (2018): 115–21. http://dx.doi.org/10.15294/lc.v12i2.14171.

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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 tha

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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 (2015): 52–58. http://dx.doi.org/10.12737/13360.

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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

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Arr V. Sangoyo , PhD, Jay. "CORRELATES OF STUDENTS ENGLISH ADROITNESS." International Journal of Advanced Research 8, no. 10 (2020): 1031–38. http://dx.doi.org/10.21474/ijar01/11931.

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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 ter

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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 (2021): 314–34. http://dx.doi.org/10.1515/cjal-2021-0020.

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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) increasi

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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 (2015): 48–59. http://dx.doi.org/10.15631/ubmrj.v3i1.22.

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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 asses

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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 (2018): 335–56. http://dx.doi.org/10.36473/ujhss.v222i2.406.

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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

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Fatollahi, Moslem. "Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students." English Language Teaching 9, no. 3 (2016): 153. http://dx.doi.org/10.5539/elt.v9n3p153.

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<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 involvin

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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.

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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

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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 (2015): 105. http://dx.doi.org/10.24815/siele.v2i2.2694.

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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 w

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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 (2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.

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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

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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 (2021): 104. http://dx.doi.org/10.5430/wjel.v12n1p104.

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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. Bot

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Salmerón, Ladislao, and Ana Llorens. "Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples." Journal of Educational Computing Research 57, no. 2 (2018): 343–59. http://dx.doi.org/10.1177/0735633117751605.

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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 com

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Rodríguez-Álvarez, Alicia. "Teaching Punctuation in Early Modern England." Studia Anglica Posnaniensia 46, no. 1 (2010): 35–49. http://dx.doi.org/10.2478/v10121-009-0027-0.

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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 us

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