English Reading Comprehension Research Articles

Effectiveness of Blended IAET Model in Promoting Higher Vocational Students’ English Reading Comprehension: A Parallel Cluster-Randomized Controlled Study protocol

Background: Increasing efforts have been focused on improving higher vocational students’ English reading comprehension with blended teaching model. There is limited literature focused on improving higher vocational students’ reading comprehension through the typically designed teaching model. Intercultural awareness experiential teaching (IAET) model is designed for higher vocational English reading classes by integrating three levels of intercultural awareness reflected in the reading materials of the textbook into the blended teaching process. Aim: The main objective of this study is to evaluate the feasibility and acceptability of the IAET model and to assess the impact of this model on promoting higher vocational English learners’ reading comprehension. Method: This study examines the improvement of higher vocational students reading comprehension using the intercultural awareness experiential teaching (IAET) model as an intervention. The intervention has been implemented for two months with two hours per week designed to improve higher vocational students’ reading comprehension in one higher vocational college of Henan province in China. 52 Students has been randomly assigned to the intervention group that will receive the IAET model and the control group with traditional teaching model. The feasibility was determined based on the effectiveness level of IAET model as measured by reading comprehension tests and semi-structured interviews. Independent sample T test and Welch t-test in SPSS 27 were used to compare the pretest and posttest reading comprehension scores in the control group and the experimental group. Findings: The findings showed that the IAET model has a large impact on the improvements of reading comprehension scores obtained from pre-test and post-test of the control group and the experimental group. Discussion: IAET model teaching method that can promote higher vocational English learners’ English reading comprehension systematically. During the implementation of IAET model, higher vocational English students have actively immersed themselves in cultural knowledge of reading materials and strive to comprehend them thoroughly. Moreover, the implementation of the online provision and practice tasks has also promoted students’ reading comprehension by utilizing their fragment time after classes. Contribution: The findings of this study provided an effective method for higher vocational English teachers to improve students’ reading comprehension systematically which is the implementing of the IAET model in China.

The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.

Exploring the multifaceted influence of affective factors on English reading comprehension among senior high school students

Existing research has emphasized the significance of cognitive factors in facilitating reading comprehension. Nevertheless, there is limited understanding of how affective factors contribute to this aspect of English learning, particularly within the Indonesian context. This study examines the contribution of affective factors (learning motivation, academic self-efficacy, and self-concept) to English reading comprehension among senior high school students. Adopting a correlational research design, it analyzed data from 136 eleventh graders using multiple regression analysis. The data was collected using the Reading Comprehension Test, Learning Motivation Scale, Academic Self-Efficacy Scale, and Self-Concept Scale. The analysis revealed a significant positive contribution of learning motivation to reading comprehension, accounting for approximately 8.9% of the variance (t-value of 3.626, p-value of 0.000), while academic self-efficacy explained about 4.4% (t-value of 2.484, p-value of 0.014). However, self-concept was found to have no significant effect on reading comprehension (t-value of -0.022, p-value of 0.982). Collectively, learning motivation and academic self-efficacy explicated around 11.9% of the variability in reading comprehension scores, as evidenced by an F-statistic of 9.021 and p-value of 0.000. The study concludes that affective factors are crucial in reading instruction. It suggests educators integrate strategies fostering motivation and self-efficacy to enhance reading comprehension.

Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy

Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy

Project-based learning to develop reading comprehension in English in teacher trainees of “Nuestra Señora de Chota” Higher Pedagogical Institute

One of the biggest problems presented by the teacher trainees in the professional career of Languages, Specialty of English of Nuestra Señora de Chota Higher Pedagogical Institute was the low levels of reading comprehension in English. For this reason, the general objective of this research was to create a didactic proposal based on project-based learning to develop reading comprehension in English at the literal and inferential levels in the teacher trainees of Nuestra Señora de Chota Higher Pedagogical Institute, located in the province of Chota. This study adopted a quantitative approach with a descriptive – propositional design, using the pedagogical test as a technique and the objective test as a data collection instrument; The study sample was made up of 18 teacher trainees of the fourth year of the professional career of Languages, specialty of English of the same institution. As a result of the study, it was revealed that after applying the objective test, a vast majority of teacher trainees (77.78%) were at the start level; However, a very low proportion (16.6%) were at the in-progress level, a minimum proportion (5.56%) were at the accomplished level and there were no students (0%) at the outstanding level regarding the development of reading comprehension in English in its literal and inferential dimensions at an intermediate level (B1); In conclusion, given these alarming results, a didactic proposal was created based on project-based learning to develop reading comprehension in English, which was validated through expert judgment.

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

Using of Morphological Theory to Improve English Reading Comprehension Ability of Buriram Rajabhat University Students

This study aimed to 1) explore the English reading comprehension problems and needs of Buriram Rajabhat University students, 2) construct the English reading comprehension handbook by using morphological theory to improve their English reading comprehension ability, and 3) evaluate the effectiveness of the English reading comprehension handbook that uses morphological theory. The population consisted of 128 first-year students at Buriram Rajabhat University, had taken the BRU English proficiency test and experienced difficulties with English during the 2023 academic year. From this population, a sample of 30 participants was selected using systematic sampling techniques. The study used several research instruments to collect data which included: 1) a questionnaire to identify the problems faced by students in comprehending English reading, 2) an English reading comprehension handbook by using morphological theory, 3) pre-test and post-test, and 4) a students’ satisfaction with the English reading comprehension handbook that uses morphological theory questionnaire. The results revealed that 1) most students at Buriram Rajabhat University acknowledged facing challenges in English reading comprehension, with vocabulary knowledge receiving the highest, followed by fundamental knowledge, and knowledge of sentence structure, respectively. Moreover, the students express a high-level need to improve their English comprehension using morphological theory.  2) The handbook is structured into five chapters, each rooted in morphological theory to offer through assistance for students facing challenges in English reading comprehension. 3) The English reading comprehension handbook, which utilized morphological theory, received the highest level of student satisfaction and students demonstrate higher English proficiency test scores after utilizing the English.

An Assessment of The English Reading Comprehension Strategies Utilized by Level-One Students at A South African University

An Assessment of The English Reading Comprehension Strategies Utilized by Level-One Students at A South African University

Using Technology to Assist in EFL Vocabulary Acquisition and Reading Comprehension

Technology has significantly assisted ESP vocabulary development and reading comprehension, an aspect confirmed and validated by several research projects. The majority of research has focused on assessment outcomes. However, student input must be addressed to enhance the use of technology and its influence on learning. This study intends to assess the usefulness of technology in this sector in terms of student views, attitudes, and preferences to boost technology acceptance and usage in English vocabulary learning and reading comprehension. 31 students were asked questions about using multimedia tools to learn English. The responses were then compared and examined. The results showed that ESP learners had a good attitude regarding the apps. Furthermore, they prefer to employ a variety of technology instruments.

A Descriptive Study of the Students' Problems in English Reading Comprehension of X grade at SMAS AMKUR Sungai Pinyuh in the Academic year 2021/2022

This study investigates the problem of student English reading in the Senior High School of SMAS AMKUR Sungai Pinyuh in terms of types of material, reading tasks, and cognitive level of reading tasks. The participant of this study consists of 23 students of grade X Social Studies. The researchers used descriptive qualitative research to develop the material in teaching reading, especially for English subjects. Not only for the texts, vocabulary, and the information but also to build students’ critical thinking in reading comprehension. The book used as the instrument is Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2017 published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. The findings based on the teacher’s observation from the students showed that some texts are too long and most of the time the readers do not suitable to the local contexts, the text used unfamiliar words to the students, and the books do not provide the list of vocabularies, used direct information to the answers of the questions after reading the text. Based on the research findings, the recommendation to improve students' reading comprehension is that the teacher needs to be more selective to know that the material is suitable for the students.

A Research into the Effect of Augmented Reality-Enhanced Storybook Reading on EFL Learners

The era that we live in now brings along new technologies and augmented reality (AR) is one of these innovative technologies. Recently, there has been an increasing interest in the integration of AR into educational areas. To date, in the field of language education, the studies focused on mostly the use of AR to teach vocabulary and the effect of AR on learners in a narrow range. However, the effect of AR-enhanced storybooks on tertiary level learners’ English reading comprehension and possible reasons for the before-founded positive effects of AR have still not been comprehensively investigated. Hence, the present study carried out a qualitative study with focus group interviews to get a deeper understanding of the effect of AR-supported storybooks on the learning process of English language learners with the help of their subjective experiences and to obtain students' suggestions regarding the use of AR technology for English learning and reading comprehension. The findings demonstrated that the AR-enhanced storybook increased reading comprehension and English learning, thanks to its use of visual and didactic language, arousing a feeling of wonder, interacting with the story by making the learners a part of the story, appealing to their interest, and increasing their excitement with the help of multisensory elements, and leading them to emphatic thinking and be more enthusiastic to read and learn.

The effect of team teaching on Iranian ESP learners reading comprehension

This article defines team teaching as a teaching approach that utilizes the expertise and instructional capabilities of distinct educators to enrich the process of learning. Team teaching refers to an instructional strategy that involves the collaborative efforts of multiple teachers who jointly plan, deliver, and assess the learning experiences of a group of students. This approach integrates the diverse knowledge, skills, and perspectives of the participating educators to create a more comprehensive and engaging educational environment. This paper has examined the use of team teaching as a means of enhancing reading comprehension of English for specific purposes in Iranian context. A number of 100 intermediate-level ESP students in Iran participated in this study. They were divided to two groups, control group with 50 students and experimental group with 50 ones. Team teaching or collaborative teaching strategy was used for experimental group. For control group individual teaching or none collaborative teaching was employed. The data obtained from the study was given to SPSS software. Statistical procedure appropriate for this study was analysis of covariance (ANCOVA). The results of the study showed that in comparison with individual or none collaborative teaching, collaborative or team teaching has a better effect on Iranian ESP learners reading comprehension. It is also found that multilevel class has positive effect on learning language skills.

Effects of Strategy-Based Instruction on Vietnamese EFL College Students’ Reading Comprehension: A Mixed Method Approach

Few studies have been quite successful in examining how Strategy-Based Instruction affects students' reading comprehension. However, these studies have only looked at specific reading strategies, like cognitive or metacognitive strategies, and have not used a reading instructions model to look at all phases of pre-, while-, or post-reading. To evaluate the impact of SBI, particularly the reading framework model Cognitive Academic Language Learning Approach, on EFL college students' reading comprehension, sixty EFL students at Hau Giang Community College participated.  A mixed-methods approach with tests and semi-structured interviews was used. The conventional approach was used to teach reading to the Control Group, whereas SBI was used for the Experimental Group. The results show that SBI significantly improved the reading comprehension of EFL students. They also have the drive and self-assurance to develop into proficient readers on their own. Therefore, it is suggested that English reading comprehension be taught more widely using SBI.

Using the Moodle Platform in the English Reading Comprehension of Students at a Higher Education Military School

The use of virtual educational platforms has experienced a remarkable increase in the academic field, offering innovative tools that enhance the quality of teaching and the learning process. The objective of the research was to determine the influence of the use of the Moodle platform on the English reading comprehension of students in a higher education military school. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population included 1.341 students from a military school in Lima, Peru, and the sample consisted of 300 students selected by random probability sampling. The results showed that the use of the Moodle platform has a regular performance (45.7%), while English reading comprehension is in process (39.7%). It was concluded that the use of the Moodle platform has a significant influence on English reading comprehension, being this influence high (Nagelkerke’s R2 = 0.808).

The Effectiveness of Merdeka Mengajar Platform towards the Learning of English Reading Comprehension as the Implementation of Independent Curriculum at UPTD SMPN 19 Barru

This research aims to find out students' reading comprehension abilities before and after being taught using the Merdeka Menagajar Platform. This study used a one-group pretest-posttest design. There isn't any control group. Researchers give pre-tests to students, and then researchers give students treatment of reading comprehension using the Merdeka Mengajar Platform. The sample of this research was seventh-grade students of UPTD SMPN 19 Barru, a total of 21 students. The results show that the average pre-test score of seventh-grade students at UPTD SMPN 19 Barru experienced a significant increase in the post-test after being taught using the Merdeka Mengajar Platform on treatment. The average student score in reading comprehension on the pre-test was 55.00 and on the post-test was 84.29. So there is an increase in students' reading comprehension.  This study shows the value of the t-test is higher than t-table values (14,496 >2.09302). The results of the t-test calculation of student learning before and after being taught using the Merdeka Mengajar platform are greater than the t-table. Can it be concluded that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted? Researchers concluded that the use of the Merdeka Mengajar platform is a learning method that can improve reading comprehension ability in learning English.

Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers' results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension.

The digital-mediated extensive reading on English Language learning of agriculture students

Reading is a skill that is initially taught in schools. Students are introduced to the alphabet and later learn to read texts. Reading Foreign languages is also introduced when students learn a foreign language. The student requires reading activities that include vocabulary learning. Extensive reading is one of the practical activities of reading. Nowadays, extensive reading activities include reading printed and digital text in e-books, journals, and internet and social media articles. In addition, digital extensive reading research on university students of agriculture is still rare. Thus, research on digital-mediated extensive reading in agricultural students’ needs to be conducted to investigate whether it improves their reading comprehension. This study involved 84 agricultural students majoring Agroecotechnology study program. The participants take an English course. The data for this study was taken from the pre-test and post-test scores and questionnaire. The data will be analyzed using descriptive and inferential statistics. The results of the study shows that the digital-mediated extensive reading effectively enhances the student's reading comprehension in English as academic purposes (EAP) setting, and the students express that the digital-mediated extensive reading provides flexibility, technology utilization, and reading.

Improving Reading comprehension Skill through Post-reading Strategies: An Experimental Study on Secondary School Students’ English Reading Skill in Pakistani

This study regarding reading comprehension sought the effectiveness of post reading strategies and its impacts on grade10 students English reading comprehension skills. The proposed method for teaching English reading skills as a second language contradicts with the outdated methodology, which is employed in majority of Pakistani public schools. The said study was structured on quasi-experimental design. It was based on pretests and posttests comparison groups. Both the groups containing total 95 participants from two different schools of district Korangi, Karachi, who were conveniently selected and labeled as experimental and control group for the study purpose. Both the groups were taught by researcher himself, one with usual traditional grammar-translation method, while the other group was taught by using the interactive reading strategy approach, which emphasizes on summarizing, synthesizing and evaluating for English reading comprehension. Statistical analysis of the data collected from pretest and posttest results were based on SPSS 22. The paired samples t-test and one-way Anova was used to analyze the improvements between pretests and posttests results. The findings of the study proved significant improvements in English reading comprehension skills of the treatment group over the controlled group.

The Effectiveness of the 5E Instructional Model on the Academic Achievement of 9th Grade Students Towards Learning English Reading Comprehension Skills

Objectives: Assessing the effectiveness of the 5E Instructional Model on the academic achievement of 9th grade students towards learning English’s reading comprehension skills at the Model School of The University of Jordan. Methods: Administering pre-and post-tests to both control and experimental groups. Each group consisted of 25 students. Both groups were assigned reading lessons for six weeks with two different instructional methods i.e., the direct method and the 5E Instructional Model. Results: The results of the post-achievement test showed a statistically significant difference between the average scores of the experimental group (10.24 ±1.1) and the control group (7.24 ± 0.07) and therefore, the E5 educational model appeared more efficient in improving students' academic achievement compared to the direct teaching method. Conclusions: The study concludes that the E5 educational model enables students to learn and develop their reading comprehension skills by using their prior knowledge, explore new ideas and questions, self-examination and reflection.

The Influence of the Reading Medium on Learning Efficacy

This paper outlines the differences between electronic and printed reading comprehension for English as a Foreign Language (EFL) students. It explores which sources EFL students prefer and the reasons behind that; whether the reading mode influences the comprehension of the material being read; and which reading strategies are applied to each reading mode. We hypothesize that comprehension is easier and more successful when reading from printed sources. The method includes an experiment with students from the English Language Teaching (ELT) Program at the South East European University (SEEU) in North Macedonia. It aims to analyze and compare text comprehension and strategies used during digital reading (e-reading) and printed reading (p-reading). Findings clearly showed a preference for p-reading and more successful comprehension with this mode. No difference was found in the reading strategies application between e-reading and p-reading. The main conclusion is that there are no differences in the cognitive process underlying reading and understanding of electronic and print media, but comprehension and hence learning is more successful with printed sources. Eye fatigue and brain strain are the greatest disadvantages of electronic reading. Current and future English teachers, educational workers and policy makers should consider these conclusions when creating curricula for all educational levels and all ages.