Dampak integrasi pendekatan heutagogi dan e-learning dalam model flipped classroom terhadap kemampuan, strategi, dan motivasi membaca

This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading classes. The data were collected through five major instruments: a reading comprehension test, a reading strategy questionnaire, a reading motivation questionnaire, a reading self-efficacy questionnaire, and a semi-structured interview. Independent-samples t-test results showed that there was a significant difference in reading comprehension between the experimental group and the control group after the reading strategy instruction, suggesting that students who received reading strategy instruction made significant improvement in their reading comprehension. ANCOVA analysis of pre- and post-questionnaires results showed that there were no significant changes in reading strategy use, reading motivation, and reading self-efficacy at the end of the strategy instruction. Furthermore, interview data, showed that experimental group students held very positive attitudes toward the reading strategy training. Interview results further suggested that lack of significant changes in strategy use, motivation, and self-efficacy at the end of strategy training could be explained by a dynamic interplay of individual and contextual factors.

ABSTRACTIn multilingual educational contexts, the influence of ethnic and cultural backgrounds on English as a Foreign Language (EFL) learning remains crucial yet understudied. To address this gap, the present study investigates the relationships between reading motivation, strategy use, and English reading performance among Han and Tibetan high school students in Xizang, China. Adopting a quantitative research design, the study recruited 80 participants, evenly divided between the two ethnic groups. Data were collected using standardized questionnaires measuring reading motivation and strategy use, alongside an English reading proficiency test. Results revealed significant group differences: Han students made greater use of metacognitive reading strategies, while Tibetan students reported higher levels of reading enjoyment and more frequent use of socio‐affective strategies. Furthermore, reading strategy use was found to significantly mediate the relationship between reading motivation and reading performance. These findings highlight the importance of culturally responsive pedagogy, reinforcing the need to recognize and build upon the distinct motivational orientations and strategic repertoires of ethnically diverse learners. By foregrounding cultural considerations in instructional design, this study offers pedagogical implications for enhancing reading achievement in multilingual classrooms and contributes to the EFL literature on motivation‐strategy‐performance linkages in diverse contexts.

Strategic reading has been recognized as an important and critical skill that ensures better reading comprehension abilities. It is evident from Second Language (L2) reading research that less skilled readers are unaware of the use and importance of reading strategies. English is the official language of Pakistan and is used in almost every field of life. Despite this wide use of English, English language teaching and learning in Pakistan is unsatisfactory. This study explored the use of reading strategies by undergraduate and graduate-level learners of English in Pakistan. A Survey of Reading Strategies (SORS) was used to collect data. Fifty undergraduate-level and fifty graduate-level learners participated in the study. Results of the current study showed that almost all the learners frequently used almost all the reading strategies. No statistically significant difference in the use of reading strategies was found between undergraduate and graduate-level learners. Support reading strategies were preferred more by undergraduate-level learners, and graduate-level learners preferred global reading strategies. No statistically significant difference was found between the male and female learners of English in terms of the use of reading strategies.

The present study examines the effects of schema activation and reading strategy use on L2 learners’ reading comprehension, strategy use, motivation, and learner beliefs. The participants consisted of 89 Korean college students, and they were assigned to one of two reading activity groups―schema building or reading strategy instruction―or to a control group. The study employed a background questionnaire, pre-, post-, and delayed English reading comprehension tests, and also pre- and post-reading strategy use, reading motivation, and general learner belief questionnaires. The results indicate that both the schema building and reading strategy task groups showed significant improvements in terms of immediate learning effects, but the reading strategy group showed an added degree of improvement over the schema building and control groups in terms of long-term reading comprehension. Additionally, the two task groups reported positive responses to their own use of reading strategies, motivation, and positive beliefs. Based on the findings, this study suggests pedagogical implications for L2 reading classrooms.

This study used quantitative correlational design to explore and establish relationships between close reading practices of 35 teachers on the reading self-efficacy of Grade 5 learners with learning disabilities at Agripino P. Santos Elementary School, aiming for the development of a suitable reading program for children with learning disabilities. The study utilized a survey questionnaire to gather close reading practices of teacher-respondents and the perceived reading self-efficacy of Grade 5 learners with learning disabilities. The study also used mean, rank, variance, standard deviation, and Pearson correlation coefficient to determine the averages and analyze the correlation among identified variables. The study found that text-dependent question practice was significantly related to reading comprehension but was not significantly related to reading fluency, reading strategies, or reading motivation. It also found a significant relationship between annotation practices and reading fluency but minimal correlation with reading comprehension, reading strategy use, or reading motivation. Finding evidence practice was significantly related to reading strategies but not to reading comprehension, reading fluency, or reading motivation. Multiple reading practices were not significantly related to reading comprehension, reading fluency, reading strategy use, or reading motivation. To address these, the researcher offered a reading program for LDs using close reading practices and reading self-efficacies that would provide respondents with relevant reading practices and skills to improve their reading efficacy.

Research objectives (aims) and problem(s): The aim of this study was to identify the factors determining students’ choice of reading strategies—both for those with and without dyslexia—and examine how motivation to read mediates the relationship between the Home Literacy Environment (HLE), including both active and passive components and the use of specific reading strategies. Research methods: The study employed the following tools: the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by K. Mokhtari and C. A. Reichard, the Motivations for Reading Questionnaire by A. Wigfield and J. T. Guthrie, and an original HLE Questionnaire developed by the authors. A correlational research design was used. Data analysis included descriptive statistics, Pearson’s r correlations, and regression analysis using A. Hayes’ PROCESS macro for SPSS and SAS. The sample included 252 students diagnosed with dyslexia and 250 students without dyslexia, all aged 14–15. Process of argumentation: The article begins with an outline of the theoretical background of the research problem, taking into account the importance of the HLE, motivation, and metacognitive reading strategies in students with and without dyslexia. It then details the methodology, sample characteristics, and tools used. Following a presentation of the findings, the article concludes with a discussion of the results and offers recommendations for educational practice. Research findings and their impact on the development of educational sciences: The study identified links between students’ retrospective assessments of their HLE (active and passive components), their overall reading motivation, and their self-reported use of reading strategies (global, support, and problem-solving). The findings indicate the mediating role of global reading motivation in the relationship between HLE and reading strategy use—but only among students with dyslexia. Conclusions and/or recommendations: The results allowed us to outline guidelines for designing educational environments conducive to literacy development, including targeted parent psychoeducation about the importance of HLE in academic achievement and specific goals for remedial and compensatory work with students with dyslexia.

Declarative metacognition, use of reading strategies and reading motivation are important predictors of reading literacy. Moreover, reading motivation’s strong links with reading strategy use and declarative metacognition raise questions about whether motivation moderates the effects of the latter on reading literacy and its development during secondary school. Whereas most previous research implemented cross-sectional analyses focusing on one or more of the aforementioned variables, this study takes a longitudinal perspective to examine how reading motivation (reading for enjoyment versus interest), declarative metacognition and reading strategy use – directly or in interaction – concurrently predict reading literacy in Grade 7 and subsequent changes until Grade 9. Applying structural equation models to a sample of 4,037 secondary school students from the German National Educational Panel Study, the results revealed that reading for enjoyment and declarative metacognition had strong effects on reading literacy in Grade 7. In contrast, reading for interest exhibited a small negative effect and the effects of strategy use were negligible. Longitudinal analyses replicated the cross-sectional pattern with more modest effect sizes. Contrary to our hypotheses, the effects of declarative metacognition and reading strategy use on reading literacy at Grade 7 as well as changes in reading literacy until Grade 9 were not moderated by aspects of reading motivation. Finally, regarding the trajectory of reading literacy, our results challenge previous assumptions on the importance of reading for interest and reading strategies use, but also confirm earlier findings on the relevance of declarative metacognition and reading for enjoyment.

This study explored the relationships among reading motivation, reading strategy use and, reading comprehension in EFL reading. A cohort of 308 male and female EFL students at the preparatory year of an emerging Saudi university completed a reading motivation questionnaire, a reading strategy questionnaire, and a reading comprehension test. Independent samples t-test results revealed that students with high reading motivation (extrinsic, intrinsic, and efficacy) used three reading strategy categories (pre, while, and post-reading strategies) more frequently than students with moderate reading motivation. Similarly, students with high reading motivation were found to have better reading comprehension. Reading strategy use was also found to induce significant differences in students’ reading comprehension. Results of multiple regression revealed that extrinsic motivation was the best predictor of students’ reading strategy use and reading comprehension. Of all strategy categories, while-reading strategies were the best predictor of students’ reading comprehension. Of all motivation and strategy factors, while-reading strategies, reading efficacy and extrinsic motivation significantly predicted reading comprehension, with while-reading strategies being the strongest predictor. Implications for reading instruction and suggestions for further research are offered.

This study employs a quasi-experimental design to explore the effectiveness of the Flipped Classroom strategy in enhancing students' reading skills and motivation using the WhatsApp platform. The quasi-experimental technique measures the measurement results before and after treatment. In addition, this study also seeks a correlation between reading skills and reading motivation. The research participants were seventh graders of a Junior High School in Tana Tidung who were randomly selected into experimental and control classes. The instruments used in this study were a pre-post reading skills test and a pre-post reading motivation questionnaire on two dimensions, namely intrinsic and extrinsic. Both instruments have been tested for validity and reliability before being used in the study. The results showed that the significant value (2 tailed) or (P) of the post-class reading comprehension test obtained by the experimental and control classes was 0.001, which is smaller than 0.05. It is confirmed that there is a significant difference and the quality of the experimental class' results in reading comprehension, which is higher than the control class. Thus, the Flipped Classroom strategy has an impact on improving reading skills. All significant values (2 tailed) or (P) of the post-reading motivation questionnaire in both dimensions obtained by the experimental and control classes also showed significant difference as they reached 0.001, which is smaller than 0.05. In addition, the quality of the experimental class' reading motivation results were higher than the control class. Thus, the Flipped Classroom strategy has a good impact on increasing reading motivation. Meanwhile, the significance values of the Pearson correlation of the post-reading skill test and the post-reading motivation questionnaire in both dimensions obtained by the experimental class are 0.882, 0.629, and 0.522. The control class obtained 0.286, 0.151, and 0.069. These values are more than 0.05. Thus, this shows that students' reading skills are not correlated with reading motivation in the control class. So, it can be concluded that the Flipped Classroom strategy is very appropriate for improving reading skills and reading motivation using WhatsApp platform, but there is no relationship between reading skills and reading motivation. Keywords: Flipped Classroom Strategy, Reading Motivation, Reading Skill, WhatsApp.

Literacy is a critical competency for success in the 21st century, yet it remains a significant challenge for elementary school students in Indonesia, as their literacy skills are generally low. This research aims to identify the factors influencing the literacy skills of elementary school students. The study adopts a correlational survey method, involving a sample of 293 students. Data was collected through a questionnaire and analyzed using the SEMPLS technique. The results reveal that reading motivation and interest significantly influence students’ reading literacy skills. However, the support from teachers and schools was found to have a limited impact on enhancing students’ reading motivation. These findings suggest that while teacher and school support are important, fostering students’ reading motivation and interest is a key to improving literacy. The study highlights the need for a more tailored approach in nurturing literacy skills, considering the diverse characteristics of students. This research contributes to understanding the underlaying factors affecting literacy and provides insights into educational strategies to enhance reading skills in elementary schools.

In recent years, students from Chinese societies have demonstrated high levels of reading performance in large-scale international assessments. While reading research highlights the importance of cognitive and motivational factors in students’ reading development, the findings of PISA 2009 indicated that Chinese students generally had higher reading motivation coupled with poorer awareness and use of reading strategies when compared with peers in other OECD countries. Based on several studies conducted in Hong Kong Chinese language classes, I discuss in this chapter: (1) Hong Kong students’ motivation and strategy use in Chinese reading; (2) the effects of Chinese reading instruction on students’ reading motivation and strategy use; (3) possibilities and challenges for changing the reading instruction in Chinese classes to enhance students’ reading development. As most reading instruction studies focus on English reading, studies on Chinese reading instruction and its relation to students’ reading motivation and strategy use should shed light on Western-based reading theories’ applicability in the Chinese context. In general, findings of these studies indicated that, similar to English reading studies, reading motivation and strategy use affect Hong Kong students’ Chinese reading proficiency and that reading instruction in Chinese language classes plays an important role in enhancing or inhibiting students’ motivation and strategy use. While strategy instruction and self-regulated learning (SRL)-based instruction have been increasingly advocated in Hong Kong, teaching and learning approaches in Chinese language classes are not easily changed due to the specific nature of Chinese reading instruction and Confucian heritage. In the last section of this paper, suggestions for facilitating changes in Chinese reading instruction are discussed.

This study investigated how reading motivation and strategies influence L2 reading comprehension. A total of 94 Japanese EFL learners completed the TOEIC, reading motivation, and cognitive and metacognitive reading strategy questionnaires. Principal component analysis of the motivation questionnaires identified three dimensions: reading efficacy, enjoyment, and recognition (seeking acknowledgement). The results of the structural equation model indicated that reading efficacy and strategy use had a direct impact on L2 reading comprehension. Additionally, reading enjoyment indirectly contributed to L2 reading comprehension through the use of cognitive and metacognitive strategies. Conversely, recognition did not significantly influence strategy use or L2 reading comprehension. These findings suggest that intrinsically based motivation plays a more important role in L2 reading comprehension than extrinsically based motivation for Japanese EFL learners. These findings highlight the importance of fostering reading efficacy and enjoyment for L2 learners to improve their reading comprehension.

Objectives: Over time medical para-clinical subject teachers have felt that undergraduate students have difficulty in understanding immunological concepts of infections. The objectives of the study were to compare the effectiveness of traditional method of teaching with the flipped classroom teaching (FCT) model in Immunology and to assess the perception of students towards the flipped classroom teaching (FCT) model using semi-structured feedback. Methodology: In the study, the flipped classroom model was employed. This is a single centre study involving 100 students of second year MBBS where the students were required to learn and understand the supplied material before coming to the class. During the class, clinically applied aspects of Immunology topic including higher levels were discussed. Ten sessions were done on FCT. Pre class and post class student’s knowledge of concept was assessed using MCQs on the given session. Also a theory test was conducted on the same topic at the end of completion of the Immunology topic and comparison was done with a topic in which teaching was done based on didactic lectures only. Feedback was taken from the students in the peer validated questionnaire provided having open ended question also. Similar feedback was taken from participating teachers. Results: The MCQ marks were categorized in three groups; students scoring 8 out of 10. In the post class assessment significantly higher proportion of students secured score between 9 -10 (P 0.10). Regarding feedback from the students; a positive attitude was seen for incorporating the flipped class teaching as assessment method showing a significant value (p=0.005). In terms of duration for the flipped class study, students disagreed that FCT takes longer time than routine lecture. Feedback from the teachers showed that this is a good method of teaching regards to some difficult topics but some preparation is required beforehand. Conclusions: There was a positive feedback by the students towards flipped classroom teaching method as understanding of the topics covered was much more. According to the assessment, Flipped teaching approach offered no additional benefits as compared to non- flipped traditional method.

The current study sought to provide information on whether ESL learners’ use of reading strategies is associated with the type of text they are reading. To address this objective, 21 ESL learners read 20 different texts of varying types and answered the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Sheorey (J Educ Psychol 94(2):249–259, 2002) to measure their use of reading strategies. Using descriptive and inferential statistics, results showed that ESL learners generally applied a wide range of strategies consistently when reading different text types. These results were explained using a schema-theoretic view of reading. Findings further revealed that there was a significantly higher use of global reading strategies compared to the two other factors (i.e., problem-solving reading strategies and support reading strategies). Such a finding was attributed to the reading proficiency level of the learners. Theoretical and practical implications are discussed.

Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 Flemish fifth and sixth graders’ reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.