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Journal articles on the topic 'Tools for teaching reading comprehension'
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1
Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.
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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.
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Sterzik, Angela Meyer, and Carol Fraser. "RC-MAPS: Bridging the Comprehension Gap in EAP Reading." TESL Canada Journal 29, no. 2 (August 23, 2012): 103. http://dx.doi.org/10.18806/tesl.v29i2.1103.
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In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone is not sufficient for academic success. Top-down processing is also required; this involves applying prior knowledge to define purpose(s), to make and verify hypotheses, and to infer and question content (Macaro & Erler, 2008; Urquhart & Weir, 1991). Although research has given teachers direction regarding the approach to use when providing strategy instruction in their classrooms, it has been left to teachers to develop the specific teaching tools required. In this article, I propose Reading Comprehension MAP for Situation-based comprehension (RC-MAPS): an instructional technique that provides teachers with an easily modified tool to assist in developing interpretative comprehension skills among second-language readers in academic environments through the strategy of questioning.
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Shakoor, Malik Abdul, Muhammad Ilyas Khan, and Muhammad Imran Iqbal Majoka. "Effect of Teaching Reading Strategies on the Students’ Reading Comprehension." Global Social Sciences Review IV, no. IV (December 30, 2019): 157–64. http://dx.doi.org/10.31703/gssr.2019(iv-iv).20.
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Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.
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Kaygısız, Çağrı. "Applied linguistics perspective in developing reading material." Pegem Eğitim ve Öğretim Dergisi 9, no. 4 (September 18, 2019): 1063–80. http://dx.doi.org/10.14527/pegegog.2019.034.
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Language teaching is a skill-based teaching aiming at the development of language skills and teaching tools are one of the important components of the teaching process in terms of the elements that will enable to increase the knowledge and experience related to the skill intended to be developed as the input source. Therefore, teaching tools should be designed in a way that allows access to the targeted development level, taking into account the nature of the intended skill area and the nature of language processing. As known, reading is a process of mental decoding, where many processes related to each other are performed simultaneously in order to gain access to the deep meaning of the text from the moment the interaction begins and this process is based on the background knowledge of the individual's experiences and the mechanics of the language components. Accordingly, for the development of reading skills, knowledge of phonological, semantic, morphological, and syntactic systems must be fully acquired, and these systems must function in integrated manner. In this respect, the teaching tools prepared for the purpose of developing reading skills should be designed in accordance with the principles of general training material’s development and taking into account the structure of the reading action itselft. In this sense, the aim of the study is to provide a theoretical perspective on the possible qualifications of the teaching tools that will be used for the development of reading skill, based on the studies of the field of applied linguistics related to the reading comprehension process.
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Puspita, Ryan Dwi, Susanti Agustina, Asep Deni Gustiana, and Duhita Savira Wardani. "The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School." Jurnal Pendidikan Islam 6, no. 2 (December 31, 2020): 127–44. http://dx.doi.org/10.15575/jpi.v6i2.8305.
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This study aims to examine the effect of using interactive compensatory model (ICM)-based integrated thematic learning tools to improve students’ reading comprehension of information text comprehension for fifth grade elementary school. This research was conducted in three stages. The first phase of the preliminary study included a literature study, field surveys and expert-validated initial product preparation. The second stage of development included limited trials and extensive trials through experimental methods. The third stage was product testing and socialization of the results to try out its efficacy. Data were obtained through observation, interviews, questionnaires and test (pre-test and post-test). This study used a sample of 504 grade fifth students in 12 elementary schools in Bandung Regency. The results of this study indicate that the use of ICM-based integrated thematic learning tools has a significant effect on students’ improvement for reading comprehension on information text for fifth grade elementary school. This is evidenced by the difference in students’ reading comprehension ability before and after learning using ICM-based integrated thematic learning tools. This research has implications for the ease with which teachers can achieve learning objectives with the support of teaching materials, media, worksheets and interesting and practical activities that can stimulate students to improve their reading comprehension skills.
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COLIBABA, Cintia, Anca COLIBABA, Irina GHEORGHIU, Anais COLIBABA, and Ovidiu URSA. "Improving Students’ Reading Comprehension Skills through the GOSCIENCE Project’s Methods." Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Horticulture 76, no. 2 (November 19, 2019): 193. http://dx.doi.org/10.15835/buasvmcn-hort:2018.0021.
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The article is based on the GoScience project funded by the Erasmus+ programme. The project relies on the European context, where in spite of the development of science and technology fewer and fewer students follow a science career let alone one in agricultural sciences. As a result professors of science and their students from seven European countries have joined their efforts to identify innovative practices to motivate students to study and pursue a career in science. The aim of the project is to develop innovative tools for science teaching and learning which will make science education more appealing and empower students to take ownership of their learning. The article studies the main findings of the project’s research on methods and techniques used in teaching science and reading comprehension skills applied to scientific texts in foreign languages in Romania. The project’s research has identified a common conclusion: an effective reading comprehension instruction would bring about significant changes in students’ motivation to study science.
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Lumontad, Nicomedes S., Rex Argate, and Ulysses B. Aparece. "Concept Mapping as a Reading Comprehension Tool." International Journal of English Language Studies 2, no. 5 (December 30, 2020): 21–29. http://dx.doi.org/10.32996/ijels.2020.2.5.3.
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The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.
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Ajideh, Parviz, Ali Akbar Ansarin, and Sorayya Mozaffarzadeh. "A shift in cloze procedure usage: A new tool for activating ZPD." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 646–56. http://dx.doi.org/10.17509/ijal.v9i3.23215.
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Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.
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Seifert, Susanne. "Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade." Technology, Knowledge and Learning 26, no. 2 (January 19, 2021): 383–405. http://dx.doi.org/10.1007/s10758-021-09490-w.
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AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
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Gunobgunob-Mirasol, Rosalyn. "Vocabulary size, reading motivation, reading attitudes and reading comprehension performance among Filipino college learners of english." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 64. http://dx.doi.org/10.11591/ijere.v8i1.15335.
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<p>Reading is an indispensable tool in the academic world. Most, if not all, activities in varied collegiate courses entail the act of reading. There are many contributing factors that affect one’s ability to read and comprehend text materials effectively. Two of the many factors are the reader’s vocabulary size and their reading motivation. This study examined the relationship of the vocabulary size, reading strategies and the reading comprehension performance of college learners in a comprehensive university in the Philippines. A correlational analysis was employed to ascertain the relationship between the scores in the reading comprehension component of the course and the vocabulary levels tests by Nation [1]. The findings of this study hope to provide useful insights into the prediction of college learners’ reading performance and the teaching of vocabulary in the ESL context as well as the integration of learners’ reading <br /> motivation in the curriculum.</p>
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Sari, Neny Kartika, Nur Arifah Drajati, and Dewi Rochsantiningsih. "Promoting Students’ Reading Comprehension Using Graphic Organizer: A Classroom Action Research." International Journal of Language Teaching and Education 3, no. 2 (December 31, 2019): 118–29. http://dx.doi.org/10.22437/ijolte.v3i2.7394.
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This research aimed to describe the process of improving students’ reading comprehension of narrative text through graphic organizer strategy in SMP Regina Pacis Surakarta. It was conducted to the ninth year students, especially class VIII A as the subject of research. The researcher conducted a classroom action research. Achievement test, observation checklist and field note used as the tools of data collecting. The research findings showed that graphic organizer strategy was appropriate for teaching reading comprehension. Students’ mean score increased from 63 to 78. The students were able to map out basic components of the story such as setting, problem, goals, action, and outcomes. Graphic organizerprovides structure and organization so students were able to comprehend the story more effective.
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Khairiyah, Fikratul, Abidin Pammu, and Sukmawaty Sukmawaty. "Utilizing Local Wisdom-Based Reading Text to Improve Students’ Reading Comprehension of the Second Grade of MAN 1 Baubau." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 1 (March 27, 2021): 100–110. http://dx.doi.org/10.34050/elsjish.v4i1.13351.
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Local wisdom-based reading text as the authentic teaching material overcomes various obstacles of reading comprehension in EFL which activate the students’ schemata. This research is about utilization of the local wisdom-based reading text to improve students’ reading comprehension. The types of comprehension include identifying main idea, understanding unfamiliar words, identifying text details, and being able to find reference within the text, being able to make inference regarding the text. The research design was pre-experimental study using a sample of 27 students in the second grade of Madrasah Aliyah Negeri 1 Baubau. A pre-test was administrated before intervention and after the same test for the post-test was administered to find out the students’ improvement on reading comprehension. The result confirmed that local wisdom-based reading text is an effective tools to empower EFL learners’ comprehension. The most prevalent improvement regards familiarity of the lexical items ability in making inference as well as finding out main idea. The students’ positive responses that were based on the perception confirmed that local wisdom-based reading text could be encouraged to come up with pedagogical implication applicable for the EFL classroom notably at the second grade of MAN 1 Baubau.
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Munawaroh, Siti. "Teaching the Narrative Texts Using Animation Video: Raising Students’ Skills on Reading Comprehension." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 1 (July 13, 2019): 18–22. http://dx.doi.org/10.31849/utamax.v1i1.2791.
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This study aims to answer the problem of whether animated videos improve reading skills in understanding language features, find real and detailed information, and take moral values in narrative texts in the classroom. The author uses classroom action research. The tools used to collect data are observation sheets, field notes, and tests. In cycle one to cycle three, the author uses animated videos as a medium to improve reading comprehension in understanding language features, finding real and detailed information, and taking moral values in narrative texts. The author uses animated videos with the activity of showing printed images of animated video stories and giving unknown words to improve students' ability to understand the narrative text language features. The author uses animated videos with predictive activities, confirmations, class discussions, and tests to improve students' ability to find real and detailed information. The author uses animated videos by reviewing each character and finding real and detailed information to improve students' ability to take moral values from narrative texts.
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Joseph, Victoria, and Najmonnisa Khan. "Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature Review." Global Language Review V, no. III (September 30, 2020): 21–33. http://dx.doi.org/10.31703/glr.2020(v-iii).03.
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This study examines, explore and analyse the factors which enhance students’ English reading and writing skills through digital literacy tools. Literature was reviewed to gather and select important research papers for this study, and the research articles reviewed were of the qualitative, quantitative and mixed-method in approach. Areas such as digital literacy tools, communication (reading & writing) skills, TPACK teaching model and socially shared cognition theory were given position. Digital literacy tools comprised of tablets, laptops, computers, digital interactive whiteboards, digital audiobooks, videos, smartphones and multimedia and so on. Vocabulary, phonic awareness, reading comprehension, reading fluency and reading with expression are of the factors of reading skills while grammar skills, spelling and vocabulary, writing simple and compound sentences, rearranging the jumbled words to correct sentences and writing paragraphs are the factors of writing skills. A conceptual framework (DLTCTC) was developed by the researcher while carefully exploring the literature.
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Robles, Heydy, Kevin Burden, and Karen Villalba. "A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning." International Journal of Mobile and Blended Learning 13, no. 1 (January 2021): 18–37. http://dx.doi.org/10.4018/ijmbl.2021010102.
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Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.
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JAILANI, AHMAD. "The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level." J-SHMIC : Journal of English for Academic 5, no. 1 (February 27, 2018): 20–32. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1100.
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Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.
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Channa, Mansoor Ahmed, Zaimuariffudin Shukri Nordin, and Abdul Malik Abassi. "Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 131. http://dx.doi.org/10.5539/ijel.v8n3p131.
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This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.
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Abdul-Majeed, Maysaa Rasheed. "The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement." Al-Adab Journal, no. 111 (March 15, 2015): 91–118. http://dx.doi.org/10.31973/aj.v0i111.1538.
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Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.
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Giladi, Ariela, Meni Koslowsky, and Nitza Davidovitch. "Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study." International Journal of Higher Education 11, no. 1 (August 8, 2021): 114. http://dx.doi.org/10.5430/ijhe.v11n1p114.
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English language skills are considered of great value in the labor market and in the field of research. As such, learning English as a Foreign Language (EFL) becomes of great importance, especially for foreign students and employees working in international settings. The goal of the present study was to explore students’ self-efficacy in language learning (LSE), in contrast with general self-efficacy (GSE) and effort (EF) as predictors of students’ reading comprehension performance in English. Moreover, we hypothesized that effort mediates the relationship between LSE and reading comprehension performance. We explored the EFL learners who enrolled in academic English courses during a period of three months, one academic semester. Using a longitudinal design, at Time 1, the sample of 265 participants completed three questionnaires: GSE, LSE and EF scales. At Time 2, reading comprehension test was given to the participants who had completed the questionnaires previously. Results indicated that LSE, in contrast with GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort, and that effort is positively correlated with reading comprehension performance. Findings revealed that effort mediates the relationship between LSE and reading comprehension performance. Thus, our study contributes to the development of more effective teaching methods and provides EFL teachers the necessary tools to predict and enhance students’ achievements in the field. Implications and limitations for future research are discussed.
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Et.al, Hazhari Ismail. "Comics and Children’s Literacy Skills: A Focus Group Analysis from Preschool Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 53–62. http://dx.doi.org/10.17762/turcomat.v12i3.465.
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Comics is amongst the educational learning tools which offer children an opportunity to understand and interpret the narrative by themselves. Like most studies conclude, through the characteristics and features that comics provide to the reader, it offers many advantages on how literacy skills develop for children's development, as well as specific skills associated with recognizing reading skills and value-added benefit.This study was discussed extensively on how comics could improve the literacy skills of children particularly for pre-school children's reading comprehension. By conducting focus group discussion, data were qualitatively collected from six pre-school teachers who used comics for their learning and teaching sessions as their pedagogical approach and aids. The finding found that comics showed considerable contribution to enhance pre-school children's literacy skills not only for reading comprehension, but also provided added value that comics needed to improve children's critical thinking. Eventually, comics will be adapted to improve the learning of children in the classroom, and even the issue of implementation would be discussed together as well. The research indicates that teachers are urged to use comics in classroom learning sessions as one of the alternative teaching materials in teaching young children.
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Kendik-Gut, Justyna. "Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students." Theory and Practice of Second Language Acquisition 5, no. 2 (December 17, 2019): 59–74. http://dx.doi.org/10.31261/tapsla.7519.
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This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
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Olagbaju, Oladotun Opeoluwa, and Adeolu Gabriel Popoola. "Effects of Audio-visual Social Media Resources-supported Instruction on Learning Outcomes in Reading." International Journal of Technology in Education 3, no. 2 (February 21, 2020): 92. http://dx.doi.org/10.46328/ijte.v3i2.26.
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Perennial poor performance in English language in public examinations has been linked to the proliferation of social media tools in the classroom. However, contrary to the general belief that social media hinders learning and distracts learners’ attention, this study attempted to improve the quality of instruction through social media-supported audio-visual resources in teaching reading comprehension. Pretest, posttest, control group, quasi-experimental research design was adopted for the study and participants were randomly selected from intact Grade 11 classes in two educational provinces in the Gambia. Data were analyzed using inferential statistics, results show a significant main effect of treatment on students’ interest and achievement in reading comprehension. There were recommendations on how to support language instruction using social media.
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Ramiaida Darmi, Hazlina Abdullah, Enas A. A. Abuhamda,. "Attitudes of Palestinians EFL Students Towards the Use of Jigsaw Cooperative Learning Technique in Teaching Reading Comprehension." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5947–55. http://dx.doi.org/10.17762/pae.v58i1.2008.
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Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.
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Ulu, Hacer, and Mustafa Ulusoy. "The development of metacognitive awareness of reading strategies through WebQuest based teaching." Pegem Eğitim ve Öğretim Dergisi 9, no. 3 (June 18, 2019): 765–818. http://dx.doi.org/10.14527/pegegog.2019.025.
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This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.
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Iobidze, Meri. "Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension." Journal of Education in Black Sea Region 4, no. 2 (May 26, 2019): 116–37. http://dx.doi.org/10.31578/jebs.v4i2.174.
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The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL.
The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning
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Jamali, Somayeh, and Siros Izadpanah. "Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1320. http://dx.doi.org/10.17507/tpls.0712.21.
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It is becoming increasingly difficult to ignore the role of PowerPoint presentation on reading comprehension of deaf and hard of hearing (D/HH) students in schools. Based on different studies, PowerPoint, a common multimedia tool, has a crucial role in teaching and learning through providing a suitable understanding of the text and motivating students. The present study aimed to examine the predictive effects of PowerPoint presentations on reading comprehension of D/HH students. As reported in the literature, reading levels of deaf high school students are equal to those of fourth grade hearing students. Therefore, a visual computer-mediated approach was implemented to monitor the reading comprehension progress of 20 D/HH students in Iranian high schools. The reading comprehension of the experimental and control groups were compared by conducting the Stanford Achievement Test and applying paired t-tests. Our findings indicated a significant difference between the mean reading comprehension scores of the two groups.
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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 (September 29, 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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Almanea, Manar. "Brain Hemisphericity and Saudi Students’ EFL Reading Comprehension." Arab World English Journal 12, no. 2 (June 15, 2021): 436–56. http://dx.doi.org/10.24093/awej/vol12no2.30.
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The present study is concerned with the relationship between brain hemisphericity and the reading comprehension of adult Saudi EFL learners. The tendency to rely on one side of the brain over the other can affect the degree of success in learning a foreign language as well as the appropriateness of learning and teaching strategies. A total of 122 Saudi university-level participated in the study. The first part of the study examines whether or not there are significant differences between the performance of right-brained learners, left-brained learners, whole-brained learners, whole-brained learners favoring right mode, and whole-brained learners favoring left mode in an EFL reading comprehension test. The EFL reading comprehension includes main idea questions, inferential questions, literal-meaning questions and text-bound questions. The Hemispheric Mode Indicator® is used to determine hemispheric preference of the participants. Findings revealed significant superiority of the performance of left-brained learners as compared to right-brained learners and whole-brained learners favoring right mode. This result suggests that even in a foreign language learned after childhood, the left-hemisphere seems to control brain activities dealing with language. In the second part of the study, participants were trained to use a visual tool (Mind Mapping ®) to summarize the information of the reading passage before answering a parallel reading comprehension test. Whole-brained learners favoring right mode, and right-brained learners were the two groups who benefited the most from the visual tool. This result was expected since the visual tool activates some right hemispheric functions. It is concluded that learners with different modes of hemisphericity learn in different ways.
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Mohamad Alyatim, Tareq, Wail Muin (Al-Haj sa'id) Ismail, Muhammad Azhar bin Zailani, and Ala Muhammad Al Saadi. "THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS." Humanities & Social Sciences Reviews 8, no. 2 (March 15, 2020): 134–41. http://dx.doi.org/10.18510/hssr.2020.8216.
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Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students.
Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool.
Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders.
Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators.
Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.
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Neupane Bastola, Madhu. "Do Learners Know ‘What they Know’ in EFL Reading?" Journal of NELTA 21, no. 1-2 (December 1, 2016): 61–73. http://dx.doi.org/10.3126/nelta.v21i1-2.20202.
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This research examines how realistic EFL learners are in making judgement of their EFL reading comprehension performance. Appraisal confidence and appraisal calibration have been used as frameworks in this study. Appraisal confidence refers to the degree to which learners believe that their answer to a test item is correct or appropriate. It is expressed in percentage terms (e.g., 0%, 25%, 50%, 75%, or 100%). Appraisal calibration examines the accuracy of learners’ appraisal confidence. Being realistic about accuracy in performance (i.e. appraisal calibration) is considered to be an indicator of effective learning. However, despite its importance, appraisal confidence and appraisal calibration has gained little attention especially in EFL reading. In order to minimize this knowledge gap, this study examined the appraisal confidence and appraisal calibration of eighty-five EFL students studying Master of Education (M. Ed) with specialization in English in Tribhuvan University. An EFL reading comprehension test specifically designed for the study and appraisal confidence rating scales incorporated in the same EFL reading comprehension test were used as the tools for data collection. The findings of the study show that the students in general were not well calibrated. However, high performers were better calibrated than the low performers. The implications of the study for teaching and suggestions for further research are discussed. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:61-73
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Dias, Reinildes. "Concept Maps powered by computer software: a strategy for enhancing reading comprehension in English for Specific Purposes." Revista Brasileira de Linguística Aplicada 11, no. 4 (2011): 896–911. http://dx.doi.org/10.1590/s1984-63982011000400006.
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This paper focuses on the procedures of an action-research (STRINGER, 2007) that was conducted with undergraduates enrolled in an ESP course at Faculdade de Letras (UFMG). The impelling drive was the creation of a means to solve an educational problem, namely, the enhancement of students' reading comprehension of texts in English for academic purposes. The problem-solving process involved the use of concept maps (NOVAK; CAÑAS, 2008) powered by the CMap Tools software (CAÑAS et al., 2004) to meet the educational needs of a localized teaching situation. Data indicate that concept mapping, facilitated by computer software, can be a useful strategy to improve comprehension. Support for the investigation comes from the theories underlying the ESP approach, meaningful learning, learning as a social enterprise, and collaborative learning.
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Howorth, Sarah K., Deborah Rooks-Ellis, Sara Flanagan, and Min Wook Ok. "Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder." Intervention in School and Clinic 55, no. 2 (October 14, 2019): 71–77. http://dx.doi.org/10.1177/1053451219837635.
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Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.
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Parashchuk, Valentyna, Laryssa Yarova, and Stepan Parashchuk. "Automated Complexity Assessment of English Informational Texts for EFL Pre-service Teachers and Translators." Arab World English Journal 7, no. 1 (July 15, 2021): 155–64. http://dx.doi.org/10.24093/awej/call7.11.
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Automated text complexity assessment tools are of enormous practical value in solving the time-consuming task of analyzing English informational texts for their complexity at the pre-reading stage. The present study depicts the application of the automated text analysis system the TextEvaluator as an effective tool that helps analyze texts on eight dimensions of text complexity as follows: syntactic complexity; academic vocabulary; word unfamiliarity; word concreteness; lexical cohesion; interactive style; level of argumentation; degree of narrativity, with further summarizing them with an overall genre-dependent complexity score. This research examines the complexity dimensions of English informational texts of four genres – legal, linguistic, news, and medical – that are used for teaching reading comprehension to EFL (English as a foreign language) pre-service teachers and translators at universities in Ukraine. The data obtained with the help of the TextEvaluator has shown that English legal texts are the most difficult for reading comprehension in comparison to linguistic, news, and medical texts. In contrast, medical texts are the least challenging out of the four genres compared. The TextEvaluator has provided insight into the complexity of English informational texts across their different genres that would be useful for assembling the corpora of reading passages scaled on specific dimensions of text complexity that predict text difficulty to EFL pre-service teachers and translators.
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Zafar, Tehmina, Muhammad Arfan Lodhi, and Shamaila Iqbal. "Teaching English reading skills through Oxford Reading Circle (ORC) textbook among ESL learners of grade 8." International Journal of Childhood, Counselling and Special Education 2, no. 2 (June 2021): 85–102. http://dx.doi.org/10.31559/ccse2021.2.2.2.
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Reading skills though considered passive skill but play significant role in developing speaking and other skills among ESL learners. However, in the developmental process of reading skills, researchers have investigated the reading barriers that affect the learners’ reading comprehension. Most specifically, the lack of using effective reading teaching strategies for the enhancement of reading skills are common in early age students. Therefore, this study validates the significance of reading skills, investigates reading hurdles, examines the reading strategies used by teachers, and manipulates the role of the Oxford Reading Circle book grade 8 in the development and enhancement of reading proficiency among ESL learners. The experimental design is applied for this research on randomly selected 50 students. Furthermore, descriptive framework was adopted to obtain teachers’ perspectives about the textbook used as treatment in the experimental phase. The research tools developed for this study were questionnaires and tests. The obtained data was analyzed by using descriptive statistics technique and paired sample t-test in SPSS. The findings of current study demonstrate the importance of reading skills for ESL learners; explore the reading hurdles that learners have to face and determine the significant role of ORC book grade 8 on the enhancement of reading skills. The findings recommended that the teachers and English teaching contents both play crucial role in developing reading proficiency of ESL learners. It is also suggested that teachers should make use of effective pedagogical practices to develop reading skills habits and enhance reading proficiency among ESL learners.
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Bekkar, Miloud, and Belabbés Ouerrad. "Building Literacies at Tertiary Level: Integrated Tests for Reading Comprehension and Written Expression to Algerian University Learners." English Language Teaching 14, no. 1 (December 21, 2020): 64. http://dx.doi.org/10.5539/elt.v14n1p64.
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This article considers some of the reasons teachers usually regard literature as an appropriate tool of language classroom learning. These of literary texts can be a powerful pedagogic tool. This study describes some of the approaches to teaching literature and provides a rationale for integrating the teaching of literature as an approach to language classroom. For university teachers, the study of literature is indispensable because it exposes students to meaningful contexts. Integrating reading comprehension and written expression at university involves the effectiveness of literature type and the objectives planned. In this sequence, two experimental reading tests are administered.
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Arifani, Yudhi, and Harunur Rosyid. "Integrating Reading and Technology: The Development of Pamanpintermu." English Language Teaching 9, no. 11 (September 27, 2016): 13. http://dx.doi.org/10.5539/elt.v9n11p13.
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<p>Reading as one of English skills has paramount features in shaping EFL English competence. Referring to the importance for reading, it is inevitable that teaching method, assessments tools, reading material and activities have indispensable tasks to attain EFL learners’ reading objectives. This study is intended to develop integrated reading material using PHP software. It is designed to react toward the vast development of technology and to reach the attainment of more comprehensive reading objectives in accordance with International Reading Association’s views which is not achieved yet in today’s EFL teaching context. The study utilizes five phases Research and Development model covering need analysis, design, development, Focus Group Discussion and Try out. The development invented 10 units of reading material within <em>Pamanpintermu’s</em> program containing audio vocabulary survey, timed reading, audio reading, comprehension task, writing sections and its integrated auto assessment devices in every unit. The results from FGD and try out revealed that the theoretical foundation and syntax were categorized into high as it reached the average score of 3.7. In addition, content relevance achieved the average score of 3.9 as high and difficulty level reached 2.3 as medium. Meanwhile, the category of integrated reading skills and auto scoring obtained 3.6 and 3.8 and both categories belonged to high level. The last point, software practicality achieved 3.5 is very high as it is also applicable for teacher made reading material automatically through modifying the reading text, audio, exercises and score thoroughly. Toward overall astonishing prototype <em>Pamanpintermu</em>, it remains one problematic point on the error reading detector section which cannot detect users’ errors reading automatically as it requires intensive investigation from different background field of studies.</p>
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Hà, Tú Anh, and Andrea Roxana Bellot. "Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom." English Teaching: Practice & Critique 19, no. 2 (April 20, 2020): 169–96. http://dx.doi.org/10.1108/etpc-11-2018-0096.
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Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also supports students in forming the habit of using particular pairs of words correctly, such as “snake-hiss,” “zebra-bray.” Storytelling proved to be as effective as other teaching methods, such as games and exercises to make a contribution in helping students improve their reading-comprehending of separate sentences. However, time and continued language exposure played a pivotal role in students’ progress of decoding a gapped paragraph and filling in the gaps with appropriate words, no matter what teaching methods were used (storytelling or others). Research limitations/implications The findings of the effect of storytelling on fostering students’ reading comprehension have implications for storytelling investigators in the field of teaching ESL. Investigators such as Wright (1995), Ellis and Brewster (1991, 2002, 2014), Cameron (2001), etc., strongly recommend the use of storytelling when teaching a foreign language. Then the findings of this paper contribute to confirm storytelling’s benefits in improving children’s reading abilities, especially in reading-comprehending separate sentences. Practical implications Regarding the practical implications of this case study, the findings of the role of storytelling and the role of time in improving students’ reading-comprehension have important implications for L2 English teachers, especially for the ones teaching English for young learners. Due to the fact that learners need time to become successful language users, who not only understand but also analyze and use language fluently without thinking much about the forms or the rules, teachers should not overanalyze language forms. Instead, they should provide learners with an inductive process of language exposure, including the use of storytelling. Storytelling provides young learners with language exposure and context-the natural environment to acquire language. Therefore, it can create a greater impact on learners for remembering vocabulary and understanding the meaning of a given text, as well as form some habits for foreign language learners, such as the use of some specific pairs of words, which has been shown in the findings of this project. This nurtures learner’s graduation to automaticity in using language and develops their reading-comprehension. Originality/value This paper is all originated from a study researching the effect of storytelling in helping students read and comprehend English by carrying out an experiment with two groups, namely, the control and the experimental in a semi private primary school in Tarragona, Spain. This study carries an important value, as it proves the effect of storytelling in improving students' ability of remembering vocabulary and understanding separate sentences, as well as points out the role of time in students' progress of mastering a foreign language.
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Pizarro Romero, Johanna, Sara Vera Quiñonez, Jessenia Anabel Matamoros, and Kleber Oswaldo Sarmiento Chugcho. "Analysis of learning activities included in English text directed at students of Hospitality and Tourism." Horizontes. Revista de Investigación en Ciencias de la Educación 4, no. 16 (December 26, 2020): 512–22. http://dx.doi.org/10.33996/revistahorizontes.v4i16.133.
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English for Specific Purposes (IFE) textbooks are an important tool in the teaching-learning process of English. The purpose of this study was to identify the preferences of the learning activities included in an IFE textbook that the students of Hospitality and Tourism. The sample was 97 students. The survey was structured by abilities in listening comprehension, reading, writing, among others, for the analysis the LT-Lab software was applied divided into six groups according to their abilities. The results showed: group 1 the preferred learning activities: videos, web sources and songs; group 2, use of grammar, vocabulary, games, reading comprehension; group 3, role-playing games, dialogues, vocabulary and description; group 4, in the videos; group 5, readings and web sources, group 6, read, complete the sentences and crossword puzzles. In conclusion, the learning activity included in an ESP textbook preferred by the students were videos, web sources, songs, use of grammar, vocabulary, among others.
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Sánchez Cano, Wendy Nathalie, and Gioconda Monserrate Avilés Villón. "Cooperative Learning as an Effective Tool in Teaching EFL Reading Comprehension and in Multi-level Classes." RECIMUNDO 2, Esp (February 11, 2018): 364–76. http://dx.doi.org/10.26820/recimundo/2.esp.2018.364-376.
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Our experience as teachers of a public university with multi-level classes with students of different levels of English knowledge, abilities or backgrounds; where educators must face the challenge of multi-level classrooms, such as finding the appropriate teaching strategy, resources and materials; showed that it was necessary to explore the benefits of Cooperative Learning as a way to transform the multi-level class from a challenge into an advantage. In the present paper, the role of Cooperative Learning as an effective tool to teach reading in an EFL multi-level class is investigated. The following literature review attempts to demonstrate this theory and hopes that the information gathered from this study would assist educational authorities to review the curriculum with the aim of incorporating reading comprehension cooperative learning strategies in multilevel classes.
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Et. al., D. HETHESIA,. "THE PRACTICAL IMPLEMENTATION OF AN EFFECTIVE DIGITAL READING PROGRAM TO ENHANCE LITERACY SKILLS WITH RESPECT TO SECOND-LANGUAGE LEARNERS DURING COVID-19 PANDEMIC." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (April 10, 2021): 876–84. http://dx.doi.org/10.17762/itii.v9i2.425.
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The age of digitalization empowers the whole world with distinct digital tools and techniques which paves way for the paradigm shift in the process of teaching as well as learning. As it has been broadened, the paper assignment has been transferred into digital and conventional becomes contextual. In order to reflect such changes in the system of education, a study was taken up to report using ICT digital tool ‘readworks.org’ for digital assessment on the account of observing the impact of reading skills and encourage them to be imbibed on the level of comprehension. The blended learning is encouraged in college grades as students centered learning is being totally indulged in both off line and online class mode. This acknowledged change in the context of education motivates language instructors to show learners on examining information by comprehending` the context and responding towards it. This work shows an experimental study which was done by 110 second language learners from two different branches of engineering college. The study consists of fifty-four students from the department of Electrical and communication Engineering and fifty-six from the department EEE. During this pandemic this reading based activity provided effective results and invigorates both language instructor and learners to be viably participated on this successful usage of the digital tool readworks.org in the fast and compelling enhancement of comprehension skills.
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Maithri, Venkat, and Dr P. Suresh. "Reciprocal Teaching in Fostering Listening Skills among Secondary Level Students." SMART MOVES JOURNAL IJELLH 8, no. 7 (July 28, 2020): 287–301. http://dx.doi.org/10.24113/ijellh.v8i7.10694.
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Reciprocal teaching strategy is a cognitive strategy employed in fostering the learners’ reading comprehension skills. This paper explores the effectiveness of the strategy by far referring to the various researches done by various researchers and justifies why reciprocal teaching strategies are useful tools to enhance the listening skills of learners. The paper also focuses on various contemporary pedagogic theories that this strategy concurs with thus proving itself to be an effective strategy that can be employed in classrooms. To conclude the paper sheds light on the importance of listening skills and how reciprocal teaching strategies can not only be used to enhance the higher-order thinking skills of the learners but also to subsequently engage learners in a meaningful and active conversation thus improving their speaking skills. The paper invariably discusses the significance of active learning and its role in bolstering the language skills of the learners.
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Razak, Noor Zainab Abdul, Nur Ashikinbinti Abdul Gani, and Nur Hazirah Che Ithnin. "Reading Metacognitive Strategies Employed by ESL Learners." IRA International Journal of Education and Multidisciplinary Studies 12, no. 3 (September 29, 2018): 61. http://dx.doi.org/10.21013/jems.v12.n3.p2.
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This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.
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Miyanyedi, Ertan. "Science-Based Reading and its Effect on the Development of Reading Comprehension Skills in Teaching Turkish as a Foreign Language." Journal of Research in Turkic Languages 3, no. 1 (May 15, 2021): 19–40. http://dx.doi.org/10.34099/jrtl.312.
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A language is a living tool that allows people to communicate. Human beings learn a foreign language while preserving their language tomaintain their vitality. S/he teaches his/her language on one hand while s/he learns a foreign language.Teaching Turkish as a foreign language needs to be reconsidered in the light of new developments. In this study, while introducing the“science-based reading approach,” the contribution of this approach to students’ reading comprehension skills and its effect on academic achievement were examined. Experimental and control groups were formed, and pre-test and post-test were administered to these groups in this study. Microsoft Excel and SPSS-21 software programs were used in the analysis of the data obtained from the achievement tests. While there was no differencebetween the experimental and control groups in pre-tests, a significant difference was found in the post-test achievement test of the experimental and control groups in favor of the experimental group. Based on this result, it can be said that the science-based reading approach has a positive effect on students’ reading comprehension skills. It is expected from Turkish language teachers to conduct new researches with different groups to obtain moreaccurate results and to compare the results.
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Bernal, Marcelo, and Paúl Bernal. "Using reading to teach English as a foreign language." MASKANA 11, no. 2 (December 21, 2020): 18–26. http://dx.doi.org/10.18537/mskn.11.02.02.
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Generally, teaching English as a foreign language (EFL) at elementary, secondary, and university levels in Ecuador focuses primarily on applying teacher-centered approaches or on merely following up on the English textbooks’ scope and sequence. There is much emphasis on developing grammar skills, practicing isolated concepts, and studying different realities depicted in commercial textbooks while neglecting students’ real interests and needs. These traditional practices have created conscious and unconscious conditioning in students, and a significant number of instructors think that English learning is contingent upon grammar rules and the repetition of irrelevant and unnecessary notions, which results in low student academic performance. This descriptive study proposes the use of reading as an educational tool for improving the English teaching and learning process. The researchers applied five reading comprehension tests, three related to General English and two to Academic English, and a confidence level in reading comprehension questionnaire to 37 A1/A2 English third-level university students. Measures of central tendency and variability were used for data analysis. Results show significant improvements in understanding and analyzing texts, high confidence levels for reading in English, and better overall language learning. We suggest making replicas of these didactical practices in other courses offered at the university level.
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Villesseche, Julie, Olivier Le Bohec, Christophe Quaireau, Jeremie Nogues, Anne-Laure Besnard, Sandrine Oriez, Fanny De La Haye, Yvonnick Noel, and Karine Lavandier. "Enhancing reading skills through adaptive e-learning." Interactive Technology and Smart Education 16, no. 1 (March 11, 2019): 2–17. http://dx.doi.org/10.1108/itse-07-2018-0047.
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Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.
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Al-Muwallad, Ziad Abdulrahman. "English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning." International Journal of Education and Literacy Studies 8, no. 3 (August 12, 2020): 25. http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.25.
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This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.
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Singatullova, Aliya A., Liliya R. Sakaeva, and Guljusa K. Ismagilova. "Reading Newspaper Articles as a Motivation Tool for Students with Nonlinguistic Major." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 179. http://dx.doi.org/10.7596/taksad.v6i5.1243.
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<p>This article deals with the motives and attitudes of students with nonlinguistic major studying English as a foreign language in a higher educational institution. Nowadays, having a good command of English both oral and written is a prerequisite for a successful promotion in every field, students must learn how to communicate by means of a foreign language on a very high level. The aim of this paper is to show the efficiency of reading activities for motivating students during their studies, as well as to emphasize the relevance of reading authentic newspaper articles. Significance of the work is contained in finding and using new methods and teaching means for improvement of students’ competence in reading in a foreign language. Results of the empirical study conducted by the authors represent evaluation of authentic newspaper articles’ potential for reading comprehension in a classroom and, furthermore, demonstrate effectiveness of this method for EFL and ESL teaching. In other words, the use of authentic text materials from modern Russian and English newspapers with their adaptation and application of various types of communicative tasks before and after the process of reading has been proved to increase the motivation of students to learn English. Reading newspaper articles, therefore, has been also detected to be an effective tool for development of intercultural competences. The experimental part of the investigation was conducted in the Kazan Federal University (Russia), and consisted of a questionnaire that was filled in anonymously by various groups of students, answers to which helped to determine the popularity of reading newspapers among students.</p>
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Kostikova, Ilona, Olha Honcharova, Viktoriia Vorozhbit-Horbatiuk, Nataliia Soloshenko-Zadniprovska, Oleksandra Marmaza, and Yuliia Lushchyk. "The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 5. http://dx.doi.org/10.36941/jesr-2020-0022.
Full textAbstract:
The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) groups were pre-tested and post-tested in May and September 2019 respectively, and the children’s skills and abilities in reading comprehension, vocabulary, speaking, writing and creativity were checked. The data obtained before the experiment showed almost the similar level of language acquisition in both groups. The results of the experiment indicated significant progress of the participants of the experimental group in every aspect of English. The main factors which played the crucial role in young learners’ enhancements were access to English readers, comprehensibility of the reading materials which were elaborated specially for the children’s language needs, interesting topics, reading for pleasure and enjoyment without tasks, tests or marks, and parental support. These results proved the reasonability of integrating summer reading in teaching foreign languages in primary school and induced the creation of English readers for all grades of elementary education.
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Liu, Ting, and Takaya Yuizono. "Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors." Sensors 20, no. 16 (August 7, 2020): 4422. http://dx.doi.org/10.3390/s20164422.
Full textAbstract:
As a reading comprehension strategy, mind mapping has a positive influence on the development of students’ reading ability. However, how mind mapping affects reading ability has not been well documented. In this study, we used eye tracking sensors to explore mind mapping’s effects on reading ability. The participants were foreign language learning university students in Dalian city, China. One group received foreign language reading teaching integrated with mind mapping training (experimental group), and the other group received regular foreign language reading teaching (control group). We analyzed eye movement indicators, including fixation-related indicators (number of fixations, fixation frequency, and mean fixation duration), regression count, saccade amplitude, and pupil diameter. In addition, the analysis of heat maps and fixation trajectory maps, which are specific tool for visualization of eye movement data and intuitive analysis of reading process, were explained. The results show that the number of fixations, fixation frequency, mean fixation duration, and regression count in the experimental group were all lower than in the control group, and the pupil diameter was larger than in the control group. The heat map and fixation trajectory map show convergence, mostly focusing on the position of keywords and key sentences, with relatively large saccade amplitude and more information obtained by one gaze. Moreover, they had a higher skipping reading rate, which enhanced reading speed to obtain information accurately and quickly. These empirical results indicate that mind mapping training was an effective method for improving students’ reading ability.
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Ali, Nooraihan, Mohd Hilmi Abdullah, and Asyraf Ab Rahman. "Penilaian Keberkesanan Modul Pembelajaran Kendiri Strategi Pemahaman Membaca Teks Bahasa Arab (MPK SPMBA) Untuk Pelajar Pengajian Islam Di Institusi Pengajian Tinggi." Jurnal Islam dan Masyarakat Kontemporari 21, no. 1 (April 26, 2020): 20–37. http://dx.doi.org/10.37231/jimk.2020.21.1.437.
Full textAbstract:
Penggunaan strategi kemahiran membaca di kalangan pelajar adalah salah satu faktor yang menyumbang kepada pencapaian akademik pelajar dalam bidang pengajian mereka. Walau bagaimanapun, banyak kajian menunjukkan bahawa penggunaan strategi kemahiran membaca dalam kalangan pelajar pengajian Islam adalah mengecewakan. Oleh itu, tujuan kajian ini adalah untuk menilai keberkesanan modul pembelajaran kendiri strategi pemahaman membaca teks bahasa Arab yang telah dibangunkan untuk membantu mereka menguasai kemahiran membaca bahasa Arab dengan lebih berkesan. Modul ini telah direka dan dibangunkan untuk membantu pembaca meningkatkan kepantasan dan ketepatan memahami bacaan bahasa Arab, untuk kegunaan pelajar, guru atau pembaca yang telah mempunyai asas bahasa Arab seperti asas nahw, sarf dan balaghah. Pengajaran strategi membaca dalam modul tersebut diadaptasi daripada strategi membaca SQ3R (survey, question, read, recite and review). Instrumen kajian yang digunakan adalah sebuah modul pembelajaran kendiri strategi pemahaman membaca bahasa Arab yang dikenali sebagai MPK SPMBA, dan ujian pencapaian yang terdiri daripada satu set soalan ujian pra kefahaman teks dan satu set solan ujian pasca kefahaman teks, dan satu set soal selidik penggunaan strategi membaca yang diuji selepas ujian pra kefahaman dan pasca kefahaman teks. Data dianalisis menggunakan ujian t untuk menunjukkan perbezaan antara pemboleh ubah kajian menggunakan program SPSS-Windows versi 20.0. Penemuan kajian menunjukkan bahawa penggunaan MPK SPMBA mempunyai kesan positif dalam meningkatkan kepantasan dan ketepatan pemahaman bacaan teks bahasa Arab dalam kalangan peserta kajian. Penggunaan modul pembelajaran kendiri ini adalah relevan dengan tuntutan Dasar Pendidikan Nasional Malaysia yang bertujuan untuk " memastikan setiap murid Islam berpeluang mengikuti Pendidikan Islam dan bahasa Arab yang berkualiti".
The use of reading skills strategies among students is one of the factors contributing to students' reading and academic achievement in their field of study. However, many studies show that the use of reading skills strategies among Islamic students is disappointing. The purpose of this study is therefore to evaluate the effectiveness of a self-study module on Arabic language reading comprehension strategies that have been developed to help them master Arabic reading skills more effectively. The module is called the Self-Learning Module of Arabic Reading Comprehension Strategy (MPK SPMBA). This module has been designed and developed to help readers improve their reading speed and accuracy in reading Arabic material. The MPK SPMBA is specially designed for students, teachers or readers with basic Arabic language such as the basics of nahw, sarf and balaghah. It comes with the teaching of reading strategies adapted from the SQ3R reading strategies (survey, question, read, recite and review). The research instrument used in this study is a module known as the MPK SPMBA and achievement test consisting of two sets of text comprehension test questions, pre and post test, and a set of questionnaire using the reading strategy tested before the pre and post test. text comprehension. Data were analyzed using t-test to show differences between study variables using SPSS-Windows program version 20.0. The findings of the study indicate that the use of SPMBA MPK has a positive effect on improving comprehension and reading speed of Arabic texts among study participants. The study's findings suggest that the MPK SPMBA should be used as a self-directed teaching tool in enhancing the ability of Islamic students to understand Arabic text reading more accurately and quickly. The use of this self-learning module is relevant to the demands of the Malaysian National Education Policy which seeks to "ensure that every Muslim student has the opportunity to pursue quality Islamic Education and Arabic".