English As A Second Language Reading Research Articles

Handling Learners with Special Educational Needs: The Lived Experiences of ESL Reading Teachers

The general objective of this paper is to disclose the lived experiences of the English as a Second Language (ESL) reading teachers of learners with special needs in the mainstream classes. This qualitative research made use of the phenomenological research design and gathered rich data through the in-depth interview. Ten teacher participants were purposely chosen to help answer the research questions. The experiences of the ESL reading teachers handling LSENs were all audio-recorded, coded, and analyzed through thematic analysis. The participants provided both the positive and negative feedback on the reading skills of the Learners with Special educational Needs (LSENs) in the mainstream classes. The actual experiences of teachers, in terms of struggles and difficulties in handling LSENs, gave rise to crucial themes such as: paying special attention to special needs, the importance of parental and school support, conducting a class in a way that all students progress, LSENs have intelligence, reaching out to the LSENs is challenging, and normal classmates can help. On matters of coping mechanisms employed, the following themes were observed: getting help from specialist teachers is a must, undergoing trainings is needed, setting targets is a must, understanding and patience must be observed, using creative strategies, never thinking of quitting, and facing up to the challenge. With regards to the insights shared by the reading teachers to their peers and the whole community, these themes were established: LSENs need special attention and patience, help the LSENs become more independent readers, audio-visual and braille methods help most, other creative approaches are also needed do the extra mile, and give equal opportunities to students.

Extensive Reading and its Impact on Malaysian Undergraduate ESL/EFL Learners’ Reading Proficiency and Reading Motivation

English language reading skills are important for tertiary students. In Malaysia, tertiary students are required to master the English academic reading for their tertiary studies. However, Malaysian tertiary students’ reading proficiency in English is often found below par, which is attributed to poor reading skills and habits, as well as a lack of motivation to read. The authors believe that extensive reading (ER) should be used to complement intensive reading practiced in tertiary education reading. It is important to learn from past studies the potentials as well as problems with ER, so that teachers and researchers alike can better approach the use of ER in the teaching of English as a second language (ESL) reading. This article reports on the systematic literature review of 32 studies on ER programmes, particularly on its impact on ESL students’ reading proficiency and reading motivation, that were published between 2003 and 2019 and obtained through established research databases. The results of the review found that there are positive impacts of ER on ESL reading, particularly on reading rate and reading comprehension, vocabulary knowledge, and reading motivation, as well as the importance of goal setting and monitoring to ensure the success of ER in ESL reading. The authors suggest implications for teacher practitioners, future researchers and course developers to plan how ER would be a valuable addition to their respective programmes and also provide them with ideas in designing their own unique ER programmes to cater to their students’ needs.

Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives

Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders

Effects of effort praise on struggling Filipino ESL readers’ motivation and mindset

Previous research on praising students to improve their motivation and their mindset had mixed results. This inconsistency was the impetus for this paper. The present study employed a mixed-method experimental design to examine the effects of effort praise on reading motivation and mindset of 60 Filipino seventh-grade students who were categorized as frustration-level readers. They studied English as a second language (ESL) where they were expected to comprehend various texts with appropriate reading styles based on the Grade 7 curriculum guide of the Department of Education in the Philippines. Using the Implicit Theory Scale (Dweck et al., 1995), the study found that effort praise led students in the positive rule group to endorse a growth mindset, while the students in the inverse rule group adopted a fixed mindset after receiving effort praise. Moreover, although it may increase reading motivation, the positive effect of effort praise on struggling ESL readers with fixed and growth mindsets may be short-term. This paper concludes with a schematic diagram to illustrate and explain how effort praise affects the mindset and the motivation of struggling ESL adolescents in reading. It also provides practical recommendations to improve reading teachers’ practice of giving positive feedback, specifically effort praise.

Roles of reading anxiety and working memory in reading comprehension in English as a second language

This study investigated the relationships between affective and cognitive factors and reading comprehension in English as a second language (ESL). Specifically, we evaluated the contributions of reading anxiety and verbal working memory to ESL reading comprehension in Chinese students. A total of 105 Chinese ESL undergraduates were included. Structural equation modeling results showed that reading anxiety, represented by reading trait and state anxiety, and verbal working memory were unique predictors of ESL reading comprehension. In addition, there was no significant reading anxiety × working memory interaction effect. Mediation analyses revealed that reading anxiety partially mediated the relationship between verbal working memory and ESL reading comprehension. These results highlight the importance of affective and cognitive factors in predicting ESL reading comprehension and shed light on the methods in enhancing ESL learning.

Serious game-based word-to-text integration intervention effects in English as a second language

Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers.

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

One has to learn and master the four major language skills, namely listening, speaking, reading and writing, to be deemed proficient and fluent in the target language. In relation, reading skill is an essential language component and effective reading will allow for successful linguistic input so that comprehension, the ultimate outcome of reading skill, can be attained. Before comprehension can be established, it is important for readers to first read fluently. However, learning to read in a second or new language is often quite a challenging task. It is even more demanding for children with reading difficulties. Thus, this paper aims to explore the effectiveness of the reading intervention - assisted repeated reading using graded readers - in improving the oral reading fluency of struggling elementary-aged readers learning English as a second language (ESL). This action research based study was carried out with 7 struggling ESL readers from a primary school in the period of 30 days. The findings collected from three different data collection methods revealed that the participants were able to read with higher accuracy in word recognition and faster reading rate with improved prosodic reading. With the positive outcomes gathered from this study, it can be concluded that assisted repeated reading using graded readers did improve the oral reading fluency of struggling ESL readers. Further suggestions on how assisted repeated reading with graded readers can be adapted and applied to improve the oral reading fluency of struggling second language readers were also given.

Beyond ESL Classroom: The Use of MOOC in Enhancing ESL Reading Skills

Technology is changing the landscape of language learning and is viewed to have a huge potential in enhancing the teaching and learning of English language. Due to the high accessibility of the internet, coupled with the availability of ICT tools in Malaysian schools, it is believed that new methods which can shape new pedagogical techniques could be brought into the Malaysian classrooms. The lessons could then be shaped to become more personalized for the learners’ needs and allowing them to learn on the move. This creates the potential for significant change in the teaching and learning process of English as a second language (ESL) in Malaysia. By looking at the existence and potentials of the Massive Open and Online Courses (MOOC), this paper offers reflections on the benefits that MOOCs can offer to ESL classrooms; specifically, to the development of the reading skills, as well as the constraints that might be faced by the English as a Second Language (ESL) learners when using MOOC. Above all, it also looks at the changes MOOC might bring to the pedagogical aspect of the ESL classrooms; towards both the students and the teachers themselves.

Assessment of Optimal Pedagogical Factors for Canadian ESL Learners’ Reading Literacy Through Artificial Intelligence Algorithms

The current study explored the effective pedagogical factors that distinguish high-achieving from low-achieving ESL (English as a second language) primary school learners in reading literacy in Canada. In total, 203 samples (167 high-achieving learners and 36 low-achieving learners from 128 primary schools) in the 4th grade were drawn from the public database of Progress in International Reading Literacy Study (PIRLS) 2016, which is the benchmark for large-scale assessments of reading literacy targeting fourth-grade students. For the first time in the ESL-related research, this study applied an artificial intelligence approach, support vector machine (SVM), to concurrently analyze 41 pedagogical factors associated with reading materials, classroom organization, reading strategies, in-class reading activities and post-reading activities. The overall 41 factors collectively distinguished the high-achieving readers from the low-achieving readers with a high accuracy score (0.793) via SVM. Then, these 41 factors were ranked according to their contribution to the SVM model through SVM-based recursive feature elimination (SVM-RFE). Eventually, an optimal factor set was selected by the SVM-RFE cross validation, which contained 10 effective pedagogical factors centered on reading materials, reading strategies and in-class reading activities for fourth-grade high-achieving ESL learners in reading literacy. Suggestions based on solid data analysis would facilitate infrastructural and pedagogical improvements in ESL reading education.

Exploring Second Language Vocabulary Learning in ESL Classes

This research investigates how foreign language learners learn vocabulary in an English as a Second Language (ESL) classroom. The participants are eleven foreign students from an advanced ESL Reading class in Edmonds Community College in Lynnwood, WA. A questionnaire was used as an instrument to inquire about the students’ vocabulary learning methods. The results of the study proved that students are more engaged and motivated during group work activities and they learn more vocabulary from reading classes. The study concludes with pedagogical implications that ESL teachers might consider when teaching vocabulary in their ESL classrooms.

Malaysian Children Storybooks as ESL Reading Materials

English as a Second Language (ESL) reading materials for children are important in second language development. It is believed that language cannot be taught in a vacuum context as language functions within a culture. Even though learning a language requires learning about the culture unconsciously, learners’ culture should be taken into consideration as well. The study aimed to identify the difference between Malaysian picture storybooks and Malaysian chapter storybooks in terms of readability by using a computational tool, Coh-Metrix TERA. This study also aimed to discuss the suitability of the samples’ readability in relation to the second language comprehension and cognitive development theories. The study collected 10 locally published picture storybooks and chapter storybooks each. The narrative texts from the books were extracted and assessed by Coh-Metrix TERA. It was found that picture storybooks are different from chapter storybooks in terms of the amount of concrete words, referential cohesion devices, and familiar words in the texts. In general, the samples’ readability is in line with the cognitive development theory. However, they can be improved in terms of cohesive devices and familiar words. In brief, Malaysian picture storybooks and chapter storybooks are suitable to be used as reading materials to learn English for Malaysian children. Nevertheless, weak readers may require adult assistance in certain parts of the books.

English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners

<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>

The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

The use of e‐books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e‐books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research by investigating the impacts of contemporary e‐books on ESL strategy use and reading comprehension, in comparison to paper texts. Twenty‐two high‐intermediate ESL participants were separated evenly into a paper text group and an e‐book group. They were given pretests, support strategy mini‐lessons, reading sessions with observation, posttests, surveys, and delayed posttests. Independent‐sample t‐tests revealed no significant difference between the groups’ reading comprehension rates; however, reading strategy use and frequency varied between groups. Though the majority of e‐book participants had not previously used e‐books for learning, they reported preferring them over paper texts after the reading sessions were completed. The study's findings offer some support for the incorporation of e‐books in ESL curricula. In addition, the findings suggest that instructors provide e‐book strategy lessons to students so they can appropriate the technology effectively.

Effects of Electronic Reading Environments’ Structure on L2 Reading Comprehension

This study examines the effects of an electronic reading environment’s structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic texts using computerized programs classified as either “well structured” or “less structured.” To assess the efficacy of each type of reading environment, two tests—a multiple-choice test and a mapping of main ideas and details (MOMID) test—were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples t-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers.

TEACHERS’ PERSPECTIVE ON THE READING BEHAVIOUR OF PRIMARY ESL LEARNERS IN SJKC CHUNG HUA SEMERA SARAWAK

This study attempts to investigate the reading behaviour of primary ESL (English as a Second Language) learners in SJKC Chung Hua Semera Sarawak through the perspective of their teachers in the ESL classroom. To acquire this, interviews were carried out with the teachers to collect qualitative data. A total of 3 ESL teachers were selected from the school to participate in this study. The analysis of the data reveals that majority of the ESL learners spent most of their time reading by skimming and scanning, identifying keywords, applying one-time reading, non-linear reading, and reading selectively. On the contrary, the ESL learners spent less time reading expansively and comprehensively. Since the English language is the learners’ second or third language, they lack confidence and motivation as they face various hindrances in fully understanding and interpreting information in this language. The findings of this study intend to provide a springboard for further researches on the approaches to enhance ESL reading skills. Instructional implications are also discussed.

Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study

This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage comprehension. Structural Equation Modeling analyses revealed that at both Time 1 and Time 2, morphological awareness had a significant direct effect on reading comprehension over and above vocabulary knowledge, and such an effect became stronger over time. A significant indirect effect of morphological awareness on reading comprehension was also observed at both times. However, how the indirect effect was achieved varied across times. Longitudinally, Time 1 morphological awareness failed to significantly predict Time 2 reading comprehension over and above Time 1 reading comprehension and vocabulary knowledge; however, an indirect effect through the latter two variables was significant. This study indicates an increasingly important role of morphology in ESL reading comprehension, and highlights a need of explicit teaching of morphology to facilitate ESL learners’ reading development.

The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers

ABSTRACTA quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children’s early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < .00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < .00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < .00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.

Over the monochrome rainbow

This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts and textbooks aimed at a college-aged audience and a range of proficiency levels. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley &amp; Campbell 2006). This is often realized through the presentation of only heterosexual relationship structures, while also lacking any alternative relationship structures. The sample for this study consisted of forty-five reading texts/textbooks (ntext = 14; ntextbook = 31). These sample materials were examined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/discussion activities. After examining the samples, each sample was given a numerical rating on 1–3 nominal level scale; 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication. Average heteronormativity ratings were then calculated for each category of the data. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. Changes in the average heteronormativity rating for each 5-year period are also reported. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse.

Managing Problems and Planning Activities Involving ICT Tools in Teaching ESL Reading and Writing

The use of Information and Communication Technology (ICT) in English as a Second Language (ESL) teaching and learning has been one of the most widely discussed issues in the field of education. Various activities which involve the use of ICT could be adapted to assist the instruction of reading and writing. However, the teachers need to take note on several matters in managing problems which could arise from the activities planned. The purpose of this study is to identify how the teachers manage problems and plan activities involving ICT tools in teaching ESL reading and writing. To achieve the purpose of the study, a total of 19 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from three different areas of Malaysia, 4 teachers from Kuala Lumpur, 7 teachers from Alor Setar and 8 teachers from Tawau, respectively. The findings of the study revealed that the teachers seemed to be weak in managing the problems occurred while using ICT in the teaching of ESL reading and writing. It was also concluded that the teachers’ creativity level seemed to be quite low as the activities planned only involve those of lower levels. Moreover, ICT is mostly used to search for reading and writing materials before teaching the new lesson. The findings of the study are hoped to provide the teachers and policymakers with a better and more accurate picture for managing problems and planning activities involving ICT tools in teaching ESL reading and writing.

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

Information and Communication Technologies (ICTs) play a major role in creating a new and improved model of teaching and learning. A great number of studies have been conducted to examine the advantages of integrating ICT in language education in general and English as a Second Language (ESL) teaching and learning in particular. However, there is a need for more studies on the disadvantages of using ICT in language education. This study aims to identify both advantages and disadvantages of using ICT in teaching ESL reading and writing. To achieve the aim of the study, a total of 23 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from three different areas of Malaysia, 7 teachers from Alor Setar, 8 teachers from Tawau and 8 teachers from Johor Bahru, respectively. This study is a qualitative research in nature because a semi-structured interview was used to examine the teachers’ perceptions of pros and cons of using ICT in teaching ESL reading and writing. The findings of the study revealed that attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary knowledge and promoting meaningful learning were regarded as the most important advantages of using ICT in teaching ESL reading and writing. Moreover, disadvantages found included the difficulty in classroom control and students’ distraction as well as their tendency to use short forms in writing tasks. The findings of the study are hoped to provide the teachers and policymakers with a better and more accurate picture of advantages and disadvantages of using ICT tools in ESL teaching and learning contexts.