English Reading Course Research Articles

THE DEVELOPMENT OF ENGLISH READING SKILL OF GRADE 7 CHINESE STUDENTS USING VIDEO CLIPS IN YUNNAN PROVINCE, CHINA

This study aimed to compare the learning performance of grade 7 Chinese students’ English reading skills before and after using video clips. Teaching and their satisfaction, The study employed a cluster random sampling of 40 7th grade students in Yunnan Province, China. The English reading skill test and students' satisfaction questionnaires collected the quantitative data. We analyzed the data using a paired sample t-test mean, standard deviation (SD), and thematic analysis. The results of the English reading skill test showed that the students in the sample group improved their English reading skills on the post-test and the pretest. The data on the students' satisfaction revealed that they rated all items highly and expressed positive satisfaction with the use of video clips in teaching an English reading course. Therefore, this study clearly demonstrated that the use of video clips could improve the students' English reading skills and their satisfaction.

Research on the Design of Junior High School English Reading Course Under CLIL Concept

Research on the Design of Junior High School English Reading Course Under CLIL Concept

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Teaching Research on Integrating Ideological and Political Elements into Business English Reading Courses

In the current situation of economic globalization and communalization with a shared future for mankind, it is crucial to cultivate outstanding composite talents who possess morality, literacy, patriotism, business knowledge, good cross-cultural communication skills, and teamwork spirit. This requires the Business English major to increase the reform of course ideology. This article will propose several innovative paths for the ideological and political education of Business English Reading courses based on the necessity of conducting ideological and political education in Business English majors and working together with colleagues to study.

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

Challenges of Teaching Reading: A Case of University English Reading Courses

The centrality of reading in students’ academic performance has been well-established in the literature. As a learned skill, reading is acquired in an instructional setting and students’ ability to comprehend and interact with texts is largely shaped by reading instruction. The efficacy of reading instruction is subject to varied factors that stand as challenges to be overcome. This study aimed to explore the challenges experienced by university teachers in teaching reading to B.Ed. English major students. To this end, the study adopted a case study design that comprised purposively selected four university English teachers teaching English reading courses at a constituent campus of Tribhuvan University, and eight B.Ed. English majors from the same campus. The data were collected through a combination of three qualitative methods: classroom observation, semi-structured interview and focus group discussion. The findings revealed students having no coursebooks and relying on other substandard reading materials, students’ poor reading habits, students’ limited vocabulary knowledge, strategically untrained students, and the length of courses and texts as major challenges faced by teachers in teaching the prescribed reading courses. Drawing on these findings, implications for reading pedagogy are considered.

COMPARISON OF GRAMMAR INTERVENTION PBLAND PBL IN JUNIOR MIDDLE SCHOOL ENGLISH READING


 
 
 
 This paper compares the effectiveness of grammar intervention problem-based learning (GIPBL) and problem-based learning (PBL). PBLis a constructivism-based popular teaching pedagogy previously used in medical education, then widely applied in other fields of education, including junior high school English reading teaching. However, researchers of Scaffolding learning theory argue that grammar intervention PBL (GIPBL) is more suitable for Junior high students in English reading courses. To compare the effect of GIPBL and PBL on satisfaction and learning process in junior high school Grade 3 students, this study does a quasi-experimental study in Jiangyou Foreign Language Experimental School in Sichuan Province, China. The participants include 120 students of grade 8 in two different classes in Junior High School. Experimental and control groups are designed.The practical class is taught in GIPBL,and the control class is taught in PBL. Both classes are about learning English reading, an integral part of the English course.Pretest and post-test were applied. The instruments were a demographic questionnaire,reading test and satisfaction questionnaire. The result shows that students' reading comprehension scores in GIPBL are better than those of the control group. GIPBL broadens the implementation of PBL in practice. There was more satisfaction with GIPBL. 82% of students thought GIPBL was a more acceptable and effective teaching method. The result shows that Grammar Intervention PBL suits junior and middle school students in English reading courses.
 
 
 

A Brief Analysis of Business English Students’ “Knowledge Deficit”: Taking the Business English Reading Course as an Example

In addition to the English language knowledge and skills, students majoring in Business English should also master knowledge and skills in the various fields of business, intercultural communication, humanities, and social sciences. However, in the teaching practice of Business English students, the author finds that many of them face a “Knowledge Deficit” in learning, which refers to that students have very limited business knowledge, or their business knowledge cannot be interacted with their English Language knowledge when dealing with business texts, resulting in their obstacles when dealing with business texts and difficulty in forming a business thinking-pattern. Therefore, efforts should be made in many aspects so as to address this problem. In this paper, the author aims to analyze the “Knowledge Deficit” in teaching and learning of Business English by reviewing the role of knowledge in reading comprehension theoretically, exemplifying with some cases from his classroom teaching, analyzing the causes, and providing some tentative solutions.

Exploring College Students' Workload of Critical Thinking Learning in Online English Reading Courses

Exploring College Students' Workload of Critical Thinking Learning in Online English Reading Courses

A Study on the Cooperative Learning Mode in Business English Reading Course

With the advancement of globalization, the importance of business English in higher education is increasingly prominent. This paper aims to explore the effectiveness of introducing the cooperative learning mode in teaching business English reading course. This paper first analyzes the current situation of teaching business English reading course, and then discusses the application of cooperative learning mode in teaching business English reading course. Finally, through empirical research, the effectiveness of cooperative learning mode in improving business English reading ability is verified.

Integrating Chinese Cultural Elements in English Reading Curriculum

This paper discusses the importance and methods of integrating Chinese cultural elements into English reading courses. By analysing some real-life cases, this paper proposes strategies for integrating Chinese cultural elements in English reading courses with a view to increasing students’ interest, broadening their horizons, and promoting the development of intercultural communicative competence. Incorporating Chinese cultural elements in the English reading course helps to achieve the objectives of the course and improve the quality of teaching.

Application of Production-oriented Approach in College Integrated English Teaching -under the Background of Curriculum Ideological and Political Education

The Production-Oriented Approach, a foreign language teaching method with Chinese characteristics founded by Wen Qiufang, has been developed over the past decade with the goal of enhancing the quality of English instruction in higher education settings across China. This paper aims to apply this theory to the teaching framework of ideological and political education within integrated English courses and subsequently evaluate its effectiveness.A specific case study, centered on the text “Spring Sowing” from a Contemporary College English Reading course, demonstrates the practical implementation of ideological and political education using the POA. The paper describes the teaching design of this unit within the POA framework, encompassing the motivating, enabling, and assessing stages. Additionally, students’ feedback following the implementation of this teaching approach highlights its positive impact on linguistic advancement, thematic comprehension, and appreciation for farmer-related themes.The study’s findings demonstrate that a college integrated English course based on the POA seamlessly integrates language knowledge with ideological and political elements, resulting in a noticeable enhancement in teaching quality and efficacy. It demonstrates the feasibility and effectiveness of incorporating ideological and political education within English language instruction using the POA framework, offering valuable insights for future curriculum development and implementation in Chinese higher education.

Critical Thinking in English Reading Courses

Critical Thinking in English Reading Courses

Exploring students’ beliefs about web-based collaborative learning and their practices: a qualitative case study of university English-as-a-foreign-language readers

This semester-long qualitative case study, spanning 4 months, focused on an English reading course in which 20 university English-as-a-foreign-language readers were instructed to engage in web-based collaborative learning outside of class. The study drew on data resources including interviews with students, field notes on their web-based collaborative learning practices, and students’ written reflections. A thematic analysis of the data sources shows that the positivity of student readers’ beliefs about web-based collaborative learning (i.e., about web-based collaborative platforms and reading activities) changed over time but ultimately became stably positive. The change was found to be related to the interactions between their beliefs about web-based collaborative platforms and their beliefs about reading activities over time. The students’ beliefs about web-based collaborative learning were also found to be sensitive to factors regarding the students’ learning over time, including their prior learning experiences and their ongoing learning experiences. In the process, the students’ web-based collaborative learning practices were primarily driven by their positive beliefs and constrained by their negative beliefs although additional factors emerged over time from their learning process and intervened in the relationship between their beliefs and their learning. The implications of these findings on how to best engage students in web-based learning are discussed.

Pre-reading Activities: University ESL/EFL Teachers’ Practices and Views

The literature on reading pedagogy has recognized the pivotal role of pre-reading activities in preparing students as readers for the actual act of reading. In this regard, the current paper aimed to investigate University ESL/EFL teachers’ use of pre-reading activities in teaching B.Ed. English major reading courses at a constituent campus of Tribhuvan University. To this end, a case study design was adopted comprising classroom observation and semi-structured interview methods to collect data from four purposively selected English teachers. The findings show personalization of the topic, contextualization of the topic, digging into the title, pre-teaching key vocabulary items, and knowing the author as the most frequently used pre-reading activities. Despite this, students were found to be inadequately engaged in the pre-reading stage for want of variety in pre-reading activities and students’ poor participation. Moreover, coursebook pre-reading activities did not form part of reading lessons for several reasons. Finally, implications are considered for the integration of pre-reading activities for effective reading pedagogy.

Exploring College Students’ Self-Regulated Learning Experiences in MOOC English Reading Courses

Exploring College Students’ Self-Regulated Learning Experiences in MOOC English Reading Courses

A Study on the Effectiveness of Grammar Intervention PBL in Secondary School English Reading in China

This paper compares the effectiveness of grammar intervention problem-based learning (GIPBL) and problem-based learning (PBL). PBL is a constructivism-based popular teaching pedagogy previously used in medical education, then widely applied in other fields education, including junior high school English reading teaching. But, researchers of Scaffolding learning theory argue that grammar intervention PBL (GIPBL) is more suitable for Junior high students in English reading courses. For comparing the effect of GIPBL and PBL on satisfaction and learning process in junior high school Grade 3 students, this study does a quasi-experimental study in Jiang (2015) Foreign Language Experimental School in Sichuan Province, China. The participants include 120 students of grade 8 in two different classes in Junior High School. Experimental and control groups are designed. The experimental class is taught in GIPBL and the control class is taught in PBL. Both classes are learning English reading, an important part of the English course. Pre-test and post-test were applied. The instruments were a demographic questionnaire, reading test and satisfaction questionnaire. The result shows students’ reading comprehension scores in GIPBL are better than those of the control group. GIPBL broadens the implementation of PBL in practice. There was more satisfaction with GIPBL. 82% of students thought GIPBL was a more acceptable and effective teaching method. The result shows that Grammar Intervention PBL suits junior high and middle school students in English reading courses.

DEVELOPING READING ASSESSMENT INSTRUMENT FOR INTERMEDIATE EFL LEARNERS: AZWAR MODEL

The study was inspired by the fact that teachers of an intermediate English reading course employed a pre-made reading instrument particularly tests obtained from the internet, the TOEFL, or a textbook without consulting the learning objectives. Therefore, they cannot meet the demand of the teaching and learning objectives and the classroom-based assessment that should be tailored to the unique circumstances of the course. The objective of this study is to create intermediate reading comprehension test items for EFL students that adhere to the "good test" criterion generated utilizing the Azwar Model (1996). Second-semester students of English Language department in one of institutions in Kediri, Indonesia were meant to take a reading test using this instrument. The results of the try-out from 75 EFL students from the same level demonstrates that the test met the requirements of being valid, reliable, and practical, had moderate difficulty level, good discrimination levels as the most, and 73 functional distractors of the total. Meanwhile, five-invalid test items are not going to be included to be utilized in assessing EFL students’ reading comprehension. Intermediate reading course lecturers could then utilize the 35 items which are considered as valid, reliable, and moderately difficult to measure their students’ reading achievement.

Designing English Reading Course for Senior Primary School Students

English reading ability is important in elementary English teaching as anessential part of the English teaching in primary schools. The new standardof English advocates teachers to guide the students to participate in Englishreading, and experience the fun of English reading, then try to stimulate thestudents’ interests in reading, raise the students’ study habits in the right wayand find out effective learning strategies. Therefore, the paper discussesEnglish reading and divided the discussion of English reading classes of primary school students into three stages, namely: before reading, while-reading and after-reading. The paper concludes with an explanation of the basic methods in English reading classes and possible effective teachingstrategies that might

온·오프 강의에서 온라인 영어읽기 수업의 학습행태 사례 연구

This study is a case study on investigating students’ learning behavior in the online English reading class of an on-off course. For this purpose, a survey was conducted on a total of 77 students from an English listening and reading course and phone interview with 5 students was implemented. The findings revealed that regularity of learning interval and learning sequence need to be improved through student management in order to increase the effect of online learning. In case of lecture watching, the students are good at utilizing the strengths of taped lecture, such as using pause and repeating watching. However, more research need to be done on how to develop online lecture to enhance students’ understanding of the lecture. Regarding the offline review quiz that is supposed to stimulate students into their more positive watching of the lecture, it is suggested that a few of its related elements such as the online learning period and the number of quiz questions be corrected for its better effect.