English Language Reading Comprehension Research Articles

The Effect of Using the Six Thinking Hats Method on the Development of EFL Female Eleventh- Grade Students' Reading Comprehension Skills in Petra Directorate of Education

The study aimed to explore the impact of using the six hats method on reading comprehension skills of female EFL eleventh-grade students in Petra Directorate of Education during the academic year 2022/2023. The study's goal aimed to assess the influence of a teaching technique based on six thinking hats on the development of English language reading comprehension compared to a conventional method. The research was guided by the books of Dr. Edward de Bono, who coined the phrase "lateral thinking," produced many books on thinking, including Six Thinking Hats, and pushed for teaching thinking as a subject in schools. The quasi-experimental design was used to achieve the above objective. The study sample consisted of (54) female eleventh grade students from Wadi Mousa Secondary School for Girls, who were selected purposefully and assigned randomly to two groups: an experimental group of (27) students and a control group of (27) students. To achieve the objectives of the study, all of the text topics were chosen from the eleventh grade textbook for the first semester, the instrument of the study was designed according to the characteristics of the six thinking hats, and then it was assessed for validity and reliability, to guarantee the equivalence of the two groups, the researcher administrated a writing ability pre-test, and then the experimental group was taught using the six thinking hats, whereas the control group was taught according to the conventional method. Data were analyzed using descriptive statistics and One Way ANOVA. The findings of the study revealed statistically significant differences at (α≤0.05) between students' mean scores in reading comprehension as a result of using the six thinking hats method compared to the conventional method and in favor of the experimental group, which indicates that the six thinking hats method was effective. Based on the findings, the study recommends that supervisors should encourage teachers to use the six thinking hats method to help them produce successful questions based on good question specifications and write and create models that simulate Tawjihi exams. Keywords: The Six Thinking Hats Method, Reading comprehension, Eleventh Grade, Conventional Method DOI: 10.7176/JEP/14-12-03 Publication date: April 30 th 2023

Strengthening the English language reading comprehension by using inferring meaning strategy

Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 students from the 5th semester of Pedagogy de los Idiom’s nationals y estrangers (PINE) at Universidad Técnica de Ambato. Methodology. At first it was necessary to apply a diagnostic test to check students’ previous knowledge. For this, the second and fourth part from the reading section of the Preliminary English Test (PET) were used. Students had the opportunity of practicing the strategy for a month. During this period, they had to complete some comprehension activities related to readings. Finally, the experimental group took a post- test from PET to evaluate the effectiveness of the strategy. Results. The results obtained were analyzed using the student’s t-test. Conclusion. They evidenced that the Inferring Meaning Strategy contributes to the development and improvement of the reading comprehension

English Language Reading Comprehension of Pakistani HSSC/HSC Level Students: Perceptions and Performance

English Language Reading Comprehension of Pakistani HSSC/HSC Level Students: Perceptions and Performance

Strengthening the English language reading comprehension by using inferring meaning strategy

Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 students from the 5th semester of Pedagogy de los Idiom’s nationals y estrangers (PINE) at Universidad Técnica de Ambato. Methodology. At first it was necessary to apply a diagnostic test to check students’ previous knowledge. For this, the second and fourth part from the reading section of the Preliminary English Test (PET) were used. Students had the opportunity of practicing the strategy for a month. During this period, they had to complete some comprehension activities related to readings. Finally, the experimental group took a post- test from PET to evaluate the effectiveness of the strategy. Results. The results obtained were analyzed using the student’s t-test. Conclusion. They evidenced that the Inferring Meaning Strategy contributes to the development and improvement of the reading comprehension

Effects of Flipped Classroom Technology on Students' Interest and Achievement in English Language Reading Comprehension

Effects of Flipped Classroom Technology on Students' Interest and Achievement in English Language Reading Comprehension

What does Text Selection in the HKDSE Reading Comprehension Paper Say about the Exam?

The Hong Kong Diploma of Secondary Education (HKDSE) examination is a high-stakes matriculation system that determines the opportunity for higher education and social mobility for most local students. This means that content featured in the tests poses strong washback effects on classroom teaching and learning. Despite the fact that the Hong Kong Examination and Assessment Authority (HKEAA) recognizes the effects of washback and the necessity to use it in a positive way, certain aspects within the HKDSE English Language Reading Comprehension paper might have been overlooked. This paper looks at the genres, text sources and topics featured by the HKDSE examination since its inception in 2011. It finds that while there is an effort to diversify the topics featured and ensure their appropriacy to local candidates, the Authority falls short in utilizing a wide enough range of text genres in its examinations, possibly leading to narrowed English reading abilities in the population. Additionally, texts are also usually selected from sources that favor affluent, professional demographics, which has possible implications for the fairness of the test.

From the teachers’ perspectives: resources used in teaching reading comprehension to English First Additional Language (EFAL) learners in the FET phase

ABSTRACT At most, schools in South Africa, the learners’ performances in English first additional language (EFAL) reading comprehension are a source of worry for stakeholders. The majority of these learners are EFAL speakers. To counteract this discomfort, effective and appropriate resources in the teaching of reading comprehension become handy. This study aimed to investigate the resources used in teaching reading comprehension to EFAL learners in the FET phase. The study employed a qualitative research design, semi-structured interview, to collect data. The sampling frame was six EFAL teachers in South Africa. The results of the study show that EFAL teachers in the FET phase use many resources to teach reading comprehension, which include the dictionary, textbooks, WhatsApp, the parents and videos. The challenges faced by learners in reading comprehension include overuse of the dictionary, a narrow vocabulary base and inability to skim and scan accordingly. It becomes imperative for EFAL to promote an enabling classroom environment so that learners’ reading comprehension skills are developed. Teachers need to understand that a deep comprehension is achieved when a reader progresses beyond literal comprehension to using the text combined with prior knowledge to construct understanding.

The Effect of the use of SQ4R Strategy on Freshmen Students’ Reading Comprehension in Al-Balqa Applied University

This study investigates the effect of the SQ4R strategy on English language reading comprehension for English freshmen students at Al-Balqa Applied University. The study employed pretest-postest control group design and the instrument of the study was a reading comprehension test. Eighty-nine EFL learners participated in the study at Ajloun College and were distributed into an experimental group of 45 students and a control group of 44students. To achieve the aim of the study, the researcher applied pre- and post-tests on both groups. The results showed the positivity of the SQ4R strategy in improving reading comprehension for the sample of the study. The study suggested several implications and recommendations for future research. Keywords: FL, SQ4R Strategy, Reading comprehension, Freshmen students, Balqa Applied University, Effect.

The Degrees of Practicing Intensive English Language Reading Comprehension Skills by Eleventh Grade Students in the Directorate of Education in Irbid Kasbah District from Their Points of View

This study aimed at identifying the degrees of practicing the Intensive Reading comprehension skills by students in the Directorate of Education in Irbid Kasbah District from their points of view. To achieve the aims of the study, a descriptive-analytical approach was used, and a questionnaire was prepared to collect data after verifying their validity and stability. The participants of the study included 101 students in the eleventh grade in the academic year (2020/2021). The results of the study showed that the use of Intensive English Reading skills by the students was moderate from their points of view. Furthermore, the results showed statistically significant differences in the use of Intensive English Reading skills by students due to the gender variable. In the light of the results, the researchers recommended some recommendations, such as the teachers should maintain the progress of the students in Intensive Reading and encourage them to read English texts more and balance the teaching-learning activities to achieve the students' competencies in mastering four skills of the language.

The Effect of a Program Based on Thinking Maps on Developing EFL Learners’ Reading Comprehension Skills and their Attitudes Towards Reading

The purpose of this study was to investigate the effect of a program based on Thinking Maps on developing English language reading comprehension skills for first year college level students in the Integrated Technical Education Cluster at Al Ameeria (ITEC) and their attitude towards reading in general. The participants of the study consisted of 50 students who were equally divided into two groups; one experimental group and one control group. The two groups pre posttest quasi- experimental design was used. The instruments of the study included a checklist of reading comprehension skills, a pre post reading comprehension test and a scale to measure students’ attitude towards reading. The reading comprehension test and the reading attitude scale were administered to both groups before and after the period of instruction, respectively. The findings of the study revealed that the Thinking Maps based program significantly developed students’ English reading comprehension skills and their attitude towards reading when compared to the regular classroom experience.

Digital Storytelling: Time to be Considered in Reading Comprehension

This quasi-experimental study investigated the potential effect of digital storytelling of basic fifth grade students' reading comprehension skills. Thirty-four male and female fifth-grade students were randomly selected from a conveniently-selected school, namely; Al Rusol Educational School for excellence, a private school in Irbid Directorate of Education, Jordan. The participants were distributed randomly into two intact sections and thereby forming two groups: an experimental and a control. To achieve the aim of the study, a reading comprehension pre-test and post-test was developed. The reading comprehension test comprised two parts: the first part consists of one applied comprehension question and the second part is comprised of five analytic comprehension questions. Four stories in A Beautiful Mind 5 textbook from Units, 11, 12, 13 and 15 were redesigned digitally and then were showed by data show projector. The finding indicated that the experimental group outperformed the control group in the overall reading comprehension post-test and in each part of the test: applied and analytic comprehension. The study recommended using digital storytelling in teaching English language reading comprehension skills.

The Relationship between L1 and L2 Reading Comprehension and Language and Reading Proficiency at the Tertiary Level

The importance of reading is especially emphasized nowadays when the majority of information, irrespective of the source (books, daily press, professional literature, web sources, etc.), is primarily accessed via reading. Therefore, effective reading and reading comprehension are important in everyday life, but also in an academic setting. This particularly refers to pre-service preschool and primary school teachers, whose teacher training courses imply a good command of reading skills, but also teaching skills required for the development and teaching of pre-reading and reading skills. In L2 reading, there are additional issues that need to be considered, principally the possibility of skill transfer between the mother tongue and the second/foreign language. Hence, this research aimed to test reading comprehension in both Croatian (L1) and English (L2) languages in a group of university students (N=83), studying to become pre-service preschool and primary school teachers. Reading comprehension tests and a background questionnaire were used as research instruments in this mixed-method research. Contrary to our expectations, reading comprehension test results were fairly low, i.e. out of a total of 17 points, the mean results for the Croatian language reading comprehension test were M=13.6 (SD=2.05), while for the English language reading comprehension test they were M=11.29 (SD=2.24). The results were further correlated with the participants’ self-assessed language knowledge and reading abilities in both languages. A positive correlation was found only between the English language reading comprehension test and the participants’ self-assessed language knowledge and reading ability. Based on the obtained results, it may be proposed that teachers should focus more on developing reading skills and reading comprehension at all levels as well as in all of the languages that the learners are acquiring, especially in view of the proposed possibility of the transfer of skills among languages.

STUDENTS’ READING-RELATED FACTORS AS PREDICTORS OF ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN LAGELU LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Secondary school students are reportedly deficient in English language reading comprehension, and this partly accounts for the poor results recorded in English language at public examinations. Studies indicate that some students really have low interest in reading, just as a number of researchers have queried availability of reading materials for students’ poor achievement in reading comprehension. The argument is that availability and use of appropriate instructional resources will tend to facilitate effective learning in schools. Thus, the study examined students’ interest in reading and availability of reading materials as they relate to and predict students’ achievement in English reading comprehension in Lagelu Local Government Area (LGA) of Oyo State, Nigeria. Survey research design of the correlational type was adopted for the study, which was guided by four research questions. The study population comprised SSS II students in this LGA. Five secondary schools were randomly selected; and a simple random technique was used to select 40 students from each school, thus, a total of 200 participants in the study. Three properly validated instruments – English Reading Comprehension Achievement Test, Students’ Interest in Reading Scale, and Availability and Utilization of English Reading Materials’ Inventory – were used to gather data, which was analyzed using frequency count, percentage, Pearson product moment correlation and multiple regressions. Results show that the current level of students’ achievement in English reading comprehension is generally low. There is no significant relationship between students’ interest in reading and academic achievement (r=0.04, p>0.05). There is a statistically significant and positive relationship between reading materials and students’ achievement (r=0.14, p<0.05). A linear relationship exists among the variables in the study, R=0.14, R 2 =0.02 and Adj. R 2 =0.01. However, availability of reading materials [β=0.14, t(200)=1.93, p<0.05] is a potent and significant predictor of achievement in English reading comprehension. The study concludes that students’ interest in reading and availability of reading materials are significantly related to students’ achievement in English reading comprehension, though only reading materials could substantially predict students’ achievement in reading comprehension. Governments should increase reading materials in schools. There should be adequate and regular supervision of the use of instructional materials in all schools to enhance effective teaching and learning towards boosting students’ achievement. Teachers should always try their best to make use of available instructional materials, or improvise, to make lessons more interesting. Principals should provide teachers with enabling environment for the use of available instructional materials to make learning more meaningful. Article visualizations:

Estrategia "Hands On" Y Su Incidencia En El Desarrollo De La Comprensión Lectora Del Idioma Inglés

This paper focuses on applying a strategy through a didactic guide called “Hands On” with tales, games, and vocabulary to develop the reading comprehension of English Language students of sixth level class “E” of the Language Center at Universidad Nacional de Chimborazo (UNACH), Ecuador. The research type was transversal, quasi-experimental, descriptive, and correlational. Due to observation and a checklist, it was possible to evaluate it before and after applying the strategy by means of the application of activities planned in the English subject syllabus. For this, it was necessary to take into account a sample of 30 students, identify the causes of the lack of motivation on them in order to develop the English language reading comprehension, and analyze the intellectual capacities of the group and the English Language teaching-learning methods. The data collected were tabulated, analyzed, and interpreted to be finally put under a statistical test in order to check the hypothesis. Therefore, it was concluded that the application of tales, games, and vocabulary contained in the guide influences the development of the English Language reading comprehension in a positive way.

A Case Study of Classroom Discourse Analysis of Teacher’s Fronted Reading Comprehension Lessons for Vocabulary Learning Opportunities

This study examined classroom routine and interactional patterns of Grade 5 English Language reading comprehension lessons through delineating the speech act functions of instructional discourse that was based on Malcolm’s sociolinguistic model (Malcolm, 1979a; Malcolm, 1979b; Malcolm, 1982; Malcolm, 1986). It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom observations, and lesson plans formed the data for the present study. The classroom routine showed teacher’s informing, teacher’s elicitation, children’s bidding, teacher’s nomination, children’s replying, teacher’s acknowledgement, teacher’s informing and teacher’s directing and a predominant Initiation-Response-Follow-up pattern. The teacher’s discourse had focussed the learners’ attention on target vocabulary and was effective in eliciting the meanings of those words from the learners. However, most of the successful elicitations took few and short turns. A closer examination further revealed that the most prevalent teacher’s elicitation acts were checking elicitation and multiple elicitation; and that the most prevalent teacher’s acknowledgement acts were unqualified accepting or relaying, and evaluating. The types of teacher’s elicitations and acknowledgements resulted in an interaction that was devoid of dynamic negotiation of the meanings between the learners, teacher, and text.

Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade

ABSTRACTThis study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using a cohort-sequential design (Cohort 1: second–third grade; Cohort 2: third–fourth grade; Cohort 3: fourth–fifth grade), we estimated Grade 2–5 trajectories of English oral language skills and reading comprehension. We assessed whether early levels of Spanish vocabulary and syntax predicted: (a) students’ fifth-grade English oral language skills and reading comprehension; and (b) students’ Grade 2–5 growth in these skills. Results showed that Spanish syntax predicted all Grade 5 English oral language skills and reading comprehension. Spanish syntax was also positively related to growth in English semantic knowledge. Spanish vocabulary was not associated with any English oral language skills or reading outcomes. Theoretically, results suggest that explorations of “transfer” from Spanish to English are likely moderated by the constructs under study and the means by which they are operationalized. Instructionally, working with bilingual learners around issues related to Spanish and English syntax has implications for bilingually and metalinguistically oriented teaching approaches that may build linguistic knowledge and promote reading comprehension.

Google apps para el desarrollo de comunidades de aprendizaje: fortalecimiento de habilidades en el idioma inglés en un ambiente universitario

Introduction: This action research project aims to strengthen English language reading comprehension and speaking skills in college students through the use of Google Apps and Literature Circles (LCs) in virtual communities for learning. Method: The study involved 70 students at a public university in Ecuador. The educational intervention lasted a semester, included the implementation of LCs virtually and in person with a phase of independent reading and another for the discussion. 14 learning communities were organized and students assumed specific roles in order to warranty equality participation. The “Google Apps” were chosen for their ease of access. To monitor the progress of learning English, a pretest and a posttest were applied using the Preliminary English Test (PET) by Cambridge University, whose validity and reliability are amply recognized internationally. Results: It showed an improvement of the reading comprehension and speaking skills in English Language in the participants group, who went from A1 to B2 of the Common European Framework of Reference for Languages (CEFRL) at the end of the process. Conclusion: it is confirmed that the use of “Google Apps” aided in the building of virtual learning communities to support the second language acquisition process (L2) in the university context.

The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes Towards This Strategy

This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the quasi-experimental design in one part to examine the effect of team teaching on developing the students' performance in reading comprehension. It also used the descriptive design to describe the students' attitudes. The researchers chose a school purposefully. It was one of the secondary schools in Alkourah Directorate of education. Two eleventh grade classroom sections were chosen to be the sample of the study. They were 48 students. The students of the sections were appointed randomly into two groups; the control group which had 23 students, and the experimental group with 25 students. The developed two instruments in order to achieve the purpose of the study. The instruments were a reading comprehension test and a questionnaire. The results of the study showed that there were statistically significant differences at (α = 0.05) between the two groups (control and experimental) in the post test in favor of the experimental group. The result of the study also showed that there were statistically significant differences at (α=0.05). In the view of what had been reached from the results and conclusions of this study, the researchers recommended to adopt good teacher training programs on team teaching English language skills for all secondary schools in Jordan. DOI: 10.20448/journal.509/2016.3.2/509.2.38.50

The Effect of M-Webquest on Students’Achievement in Reading Comprehension and Self-Learning

This is a quasi-experiment to determine the effect of M-Webquest on students’ achievement in reading comprehension and self-learning of the English Language subject. 260 students were involved in this study, 130 students were treated in the treatment group and another 130 students were put in the control group. The data was collected by using a questionnaire and a set of test paper was used to test students’ reading comprehension. Results of this study has found that there is a significant difference of students achievement in the English Language reading comprehension and self-learning based on the teaching method. The collected data showed a significant difference of students’ achievement in reading comprehension based on students’ ability. The Pearson Correlation analysis was done and showed a significant relation between self-learning and students’ achievement in reading comprehension. The implication of the study on the use of M-WebQuest would definitely help teachers in their teaching and learning process to improve students’ achievement in the English language subject particularly in reading comprehension. DOI: 10.5901/jesr.2015.v5n3p301

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

Poor levels of English first additional language (EFAL) reading comprehension amongst school learners at most public schools in South Africa are a great concern. In fact, for learning to be successful and effective, learners need to be able to read well in EFAL. This is more so as EFAL serves as a language of learning and teaching (LOLT) for most learning areas in South Africa’s public schools. Against this background, this study set out in 2012 to investigate the English reading comprehension of Grade 10 EFAL learners at a senior secondary school. Using purposive and voluntary sampling techniques, the study had 17 EFAL learners(M = 10, F–7) as its participants. It employed three reading measures, a recall task, a summary and a comprehension test, which were based on three English extracts, to assess participants’ reading comprehension. It then assessed and scored participants’ responses to the three tasks by using an oral reading rubric and two prepared marking memoranda. One of the findings of this study was that, of the three reading tasks administered, participants did slightly above average in the comprehension test, but performed below average in the two other tasks – the recall and summary tasks.