EFL Reading Classroom Research Articles

TEACHERS’ PERCEPTION ON STUDENTS’ ENGAGEMENT IN BLENDED LEARNING IN EFL READING CLASSROOM

In this pandemic era, blended learning model applied in school one of them in teaching EFL. Blended learning is a relatively new field that combines traditional teaching approaches with online learning. Other than that, students’ engagement is a key aspect in the improvement of getting to know in classroom. The purpose of this research is to find out students’ engagement in blended learning in EFL reading classroom from the teacher's point of view. This research guided by qualitative research approach with case study design. This research was conducted at one of junior high school in Garut. The participants in this research are three English teachers from that school. The data was collected through face-to-face and online interviews. To analyze the data of this research, researcher used inductive analysis data. The findings of this research based on teachers’ perception from participants are behavioral engagement of students in blended learning in EFL reading classroom have the same position between offline and online learning in classroom. Cognitive engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. Emotional engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. It means that in blended learning, student involvement is more likely to look good or positive during offline learning compared to online learning.

TEACHERS’ PERCEPTION ON STUDENTS’ ENGAGEMENT IN BLENDED LEARNING IN EFL READING CLASSROOM

Blended learning is a relatively new field that combines traditional teaching approaches with online learning. Other than that, students’ engagement is a key aspect in the improvement of getting to know in classroom. The purpose of this research is to find out students’ engagement in blended learning in EFL reading classroom from the teacher's point of view. This research was guided by qualitative research approach with case study design. This research was conducted at one of junior high school in Garut. The participants in this research were three English teachers from that school. The data were collected through face-to-face and online interviews. To analyze the data of this research, the researcher used inductive analysis data. The findings of this research based on teachers’ perception from participants are behavioral engagement of students in blended learning in EFL reading classroom have the same position between offline and online learning in classroom. Cognitive engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. Emotional engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. It means that in blended learning, student involvement is more likely to look good or positive during offline learning compared to online learning.

The Reflection of Vocabulary Implementation Through Educational Texting on EFL Learner’s Reading Skill

This paper investigates the efficiency of using text messaging<strong> </strong>in the EFL reading classroom at the Islamic Azad University-South Tehran Branch, Iran. After the administration of an Oxford Placement Test (OPT), 74 participants who scored one standard deviation above and below the mean were selected. Participants were randomly assigned into two groups, an experimental and a control, each including 37 individuals. The reading part of the Preliminary English Test (PET) was administered as a pretest. The experimental group received 108 words via short messages during 18 sessions. During each session, they received 6 sentences with 6 words in a meaningful context. In contrast, the participants of the control group received traditional instruction. They were given the same structural points through inductive and deductive instruction in the classroom and the words were presented while teaching each unit. After the treatment, the participants in both groups were assigned to do a reading posttest. The results of the ANCOVA revealed no statistically significant difference between the control and the experimental groups regarding their reading scores. Thus, the vocabulary learning via short message did not have any significant effect on Iranian EFL learners' ability to comprehend pre-intermediate level texts.

BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

Affinity Group In EFL Classroom

The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.

Guidelines for Developing a Reading Test in EFL Context

Reading as a skill and activity involves a number of complexities such as processing information and performing specific tasks that ensue in some specific contexts. In EFL context, reading extends to some important issues particularly to the classroom setting, learning process and sociocultural aspects where EFL learners live and learn the skill of reading. This article aims to share practical guidelines in developing reading tests in EFL context. The guidelines are anchored on a number of testing research and experimentation highlighting test design, practicalities of integration and contextualization. Adding to the guidelines, some strategies for reading are included to establish the notion that understanding important concepts of the strategies can also support teachers develop effective reading tests. Furthermore, sample reading tests and exercises as well are provided to offer new perspectives on effective reading comprehension routines. Additionally, embedded in the reading tests are set of practices relating to question types that are hoped to be useful in helping EFL learners increase their control over reading strategies and hopefully become independent learners in EFL reading classroom.

The Uses of PQ4R and SSR Strategies in EFL Reading Classroom

Abstract. This paper reports an experimental study which investigated the use of Preview, Question,Read, Reflect, Recite, Review (PQ4R) strategy and Sustained Silent Reading (SSR) strategy to the eleventh grade students of SMA Negeri 1 OKU. Two classes consisted of 30 students in each class were choosen randomly and assigned as PQ4R group and SSR group. Reading comprehension test that consisted of 35 multiple choice questions was used to collect the data. Meanwhle, t-test was used to find out the significant results of the two strategies and stepwise regression was used to find out what aspect of reading comprehension that mostly contributed on students’ achievement. Findings of this study showed that there were significant different achievement of the students after the interventions using PQ4R and SSR strategies which means that the two strategies were proved significantly effective to improve the students’ reading comprehension achievement, but the independent t-test result showed that SSR strategy gave more significant improvement toward students’ reading comprehension achievement

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

A Case Study of Differentiated Instruction in the EFL Reading Classroom in one high school in Morocco

A Case Study of Differentiated Instruction in the EFL Reading Classroom in one high school in Morocco

PEER LEARNING-BASED STRATEGY IN EFL READING CLASSROOM

The intention of this study is to describe the effectiveness of peer learning in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research the students who passed the standard score improved from 37% in the preliminary data to 77% at the end of the research. It means that peer learning strategy improves students’ reading comprehension that was influenced by student’s factors (attention, interest and participation) and lecturer factors (choosing the material and managing classroom). Keywords: peer learning based, EFL, non-native reading comprehension

Collaborative Strategic Reading in EFL Reading Classroom

This study aims to find out whether the collaborative strategic reading can significantly improve the students` reading comprehension achievement and what the students` perceptions on the use of collaborative strategic reading in EFL reading classroom are. The result showed that collaborative strategic reading can significantly improve the students reading achievement. The paired sample test showed the comparison of pretest and posttest score displayed the difference between scores. The mean difference was 15.000 and the value of t-obtained was 7.301. It was identified that sig. (2-tailed) or p value (0.00) was less than alpha value (0.05). The students` dominant perceptions on the use of collaborative strategic reading were: students can summarize the text easily after using collaborative strategic reading and they can answer the questions of the narrative text after using story grammar strategy, collaborative strategic reading allows the students to think critically and can guide them in comprehending the text.

The Role of the L1 as a Scaffolding Tool in the EFL Reading Classroom

The role of the students’ mother tongue (L1) in the ESL/EFL classroom has been an on-going debate recently. A monolingual approach suggests that the use of the target language solely in L2 classroom increases the learning of the target language. However, this research is motivated by studies that suggest the use of L1 in ESL/EFL classroom facilitates rather than impedes target language learning. This paper examines the use of L1 in the EFL reading classroom in a University in Yemen. A mixed method design was employed and data were collected from a sample of 45-Yemeni students studying English as a Foreign Language at the university. The quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that the students perceive the use of Arabic (L1) as functional strategy in their EFL (L2) classrooms and that it is used to serve a number of purposes: to translate new words, to define concepts, to give some explanations and to help each other in their groups. The discussion of the findings concludes that L1 can be used as a scaffolding strategy by students in facilitating their learning and can be used as a pedagogical tool by the teacher to enhance learning experience as well as maximize engagement in the classroom.

A Case Study of Teacher’s Questioning and Students’ Critical Thinking in College EFL Reading Classroom

The present case study mainly focused on the effects of a teacher’s questions on the development of students’ critical thinking. The purpose was to investigate whether teacher’s questions could facilitate students’ critical thinking which required students to manipulate knowledge instead of direct recalling. Classroom observation and interview were employed in the study. A teacher’s questioning behavior was observed and 17 students were interviewed. The results showed the teacher asked more lower-cognitive questions (79.2%) than higher ones (20.8%). Based on the theory of the cognitive domain, results revealed that excessive use of lower-cognitive questions could not facilitate the development of students’ critical thinking. Additionally, the misuse of higher-cognitive questions by the teacher was also identified.

What is Missing in the EFL Reading Classroom?

What is Missing in the EFL Reading Classroom?