Using reading while listening in English as a foreign language (EFL) learning context

Inayati Fitriyah Asrimawati,Margana Margana

doi:10.21070/jees.v5i2.840

Inayati Fitriyah Asrimawati, Margana Margana

Open Access

https://doi.org/10.21070/jees.v5i2.840

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Abstract

The benefits of reading while listening for English as a Foreign Language (EFL) learners have been investigated in different EFL learning contexts. Some studies found that simultaneous reading while listening promotes positive impacts on students’ reading and listening skills. It also helps L2 learners’ fluency and comprehension of reading and listening. Moreover, it can assist L2 learners in acquiring new language input in a new learning environment. Hence, this article reviews some research papers related to the implementation of reading while listening (RWL) program in EFL learning context. Furthermore, to answer the research questions: 1) What is reading while listening?; 2) What are the effects of using reading while listening for EFL learners? How to apply the reading while listening program within the EFL classroom? To answer these questions, this article examines the use of RWL for EFL learners based on the research methodology, subject, instrument used, result and suggestion, including the principles of implementing simultaneous reading and listening within the EFL classroom.  HIGHLISGHTS Highlights  Reading While Listening (RWL)simultaneously can support students with low reading or listening fluency rate. Simultaneous reading while listening affects students reading and listening skills for a long period of time. A guideline of RWL program implementation based on ER/EL principles is discussed thoroughly.

Highlights

As English as a Foreign Language (EFL) learners, sometimes, we find it is difficult to acquire a second or foreign language
If the EFL learners are frequently exposed to the language input, they will recognize words more that causes the expansion of their vocabularies, and all language proficiency will increase
Brown et al (2008) adopting a more beneficial technique, L2 learners may realize a higher comprehension level is possibly obtained through the reading while listening (RWL) program, when they involved to a larger chunk of text

Summary

Introduction

As English as a Foreign Language (EFL) learners, sometimes, we find it is difficult to acquire a second or foreign language. There some conditions or situations that cause learners to acquire input-poor language, for example, EFL teaching situations (Gobel and Kano, 2014). It might be caused by the L2 learners’ native language more dominant when they attempt to communicate in L2 situation (Chang, 2009). If the EFL learners are frequently exposed to the language input, they will recognize words more that causes the expansion of their vocabularies, and all language proficiency will increase

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