English Reading Materials Research Articles

Adapting Reading Instruction to Meet the Needs of Nursing Students: Insights from a Targeted Educational Study

Developing Higher-Order Thinking Skills (HOTS) and effective information transfer is crucial for nursing students, impacting their academic and professional competence. This study aims to identify the gaps in English reading materials used by nursing students at a Health Polytechnic, assessing their adequacy in supporting these critical cognitive skills. The research focused on 79 second-semester nursing students during the 2022/2023 academic year and employed a 25-item questionnaire to analyze target situations, deficiencies, current situations, and strategies. The results reveal that existing general English coursebooks need to meet the specialized needs of nursing education. Notably, these materials lack content that promotes HOTS and aids in information transfer, essential elements for nurturing the cognitive and professional skills required in nursing. The study underscores a significant need for more appropriate materials that support HOTS, highlighting the need for strategically revised material development. It is recommended that custom English reading materials integrating HOTS and effective information transfer techniques be developed to enhance comprehension and relevance in the nursing curriculum, thereby better preparing nursing students for their future roles.

The Design of English Reading Teaching under the Guidance of Deep Learning Theory-Taking Unit 5 Race to the Pole as an Example

Reading teaching plays a pivotal role in English language education, aiming to nurture students' comprehension, practical application, and creative transfer abilities. Deep learning theory underscores the importance of knowledge acquired through reading being logical, structured, and systematic, rather than scattered or fragmented. It advocates for a teaching approach where, under the guidance of teachers, students associate, mobilize, and activate their prior experiences to organize learning content in a coherent manner and construct a personal knowledge structure. This paper takes a piece of senior high school English reading material as an example to illustrate the design ideas of reading teaching based on the theory of deep learning.

Application of English Multi-Modal Reading Teaching Mode in the Context of “Internet Plus”

Under the background of “Internet plus”, the application of English multi-modal reading teaching mode is of great significance. With the continuous development of Internet technology, the field of education has also been deeply influenced, especially in English reading teaching. Therefore, this study aims to explore how to integrate multi-modal resources into English reading teaching under the background of “Internet plus”. Through literature review and case analysis, it is found that multi-modal reading teaching mode can improve students' reading interest and effectiveness. The results show that the use of images, audio, video and other forms of media resources in the teaching process can help students better understand and absorb English reading materials. Therefore, this paper proposes that in the era of “Internet plus”, teachers should actively design multi-modal English reading teaching activities with the help of various digital media resources, so as to improve students' reading level and ability and promote the development and innovation of English teaching.

Vocabulary of reading materials in English and French L2 textbooks: A cross-lingual corpus study

Foreign language (L2) textbooks and specifically the reading materials they are constructed around constitute an essential source of input for learners. However, many questions remain about the lexical characteristics of L2 textbook reading materials. This study assesses (1) their vocabulary demands by means of vocabulary loads, (2) the representation of higher- and lower-frequency words, and (3) the extent to which words are repurposed across texts. A corpus was compiled containing the reading materials from three English and three French textbook series used across all six grades of Flemish secondary education to determine whether widely observed differences in learners’ out-of-school exposure (which is high for English but low for French) somehow impact the lexical characteristics of the materials. To analyse the corpus, a custom lexical profiling system was built in Python. Results show (1) a fairly consistent build-up in vocabulary loads in the English materials but not in the French materials, (2) the absence of 20–30% of the 5000 most frequent words (flemmas) in the English and French materials, respectively, and (3) limited potential in both L2s for reencountering words across texts, with ca. 50% of all introduced lexical items being used exclusively in one text.

ENGLISH READING MATERIALS WITH ISLAMIC MATERIALS AND VALUES AT ISLAMIC BOARDING SCHOOLS-BASED COMMUNICATIVE LANGUAGE TEACHING

Mastery of English in the era of digital-based communication and technological advances is very important for students at Madrasah Aliyah of Darussalam Islamic Boarding School, Kepahiang, Bengkulu. Unfortunately, the students are used to memorizing grammar structures (Nahwu and Shorof) when learning Arabic, and when learning English, especially in reading skills, they are more likely to memorize and prioritize grammar than the flexibility to explore language and convey it into spoken and written language. Then, the teaching materials used by the English teacher as learning media in English subjects, especially in reading competence, tend to focus more on and burden students with grammatical patterns and do not develop students' skills in reading based on experience, the context of life, or their needs in communicating. This study aimed to assist in the implementation of the results of the development of English reading materials with Islamic materials and values for students at Islamic boarding schools based on Communicative Language Teaching to reduce the problems faced by students in learning English reading. This research used the Participatory Action Research method, which looks for something to link the research process to the process of social change. Through several stages of the activity cycle, starting with planning, implementing, observing, and reflecting, which are implemented on the subjects assisted by the students through activities planned in a participatory manner by stakeholders, teachers, and students, The results of the implementation of English teaching materials that occur can be concluded to be that students are able to identify problems in terms of the learning process, share experiences they have gained from previous learning activities, solve problems with solutions they consider strategic, slightly recognize that they need empowerment, and understand that every human being has the potential to be able to communicate in English, depending on their willingness to hone skills and improve abilities.

DEVELOPING A SUPPLEMENTARY ENGLISH READING MATERIAL USING TASK-BASED LANGUAGE TEACHING FOR THE EIGHT GRADE STUDENTS

This study aims to develop English reading materials based on a task-based language teaching approach for the eighth-grade students of SMP Muallimat Gresik. This study was conducted to solve the problem faced by the eighth-grade students of SMP Muallimat Gresik in reading interest and how to develop reading materials for the eighth-grade students of SMP Muallimat Gresik. This research uses a research method in the form of a research and development method {R&D}, this research and development design includes several stages. Need analysis, studied theories related to reading problems, the result of the needs analysis was developed into a textbook, and expert validation was conducted to determine the quality of the product again until the writer felt confident that the product could be published perfectly. The final product of this study is the textbook of Reading material which focuses on increasing students’ reading skills; this reading material is developed based on the students' needs and students’ interests.

Designing English Reading Materials For Law Students

English is a language that is generally difficult to understand for most students. Providing reading materials is one of the necessary approaches that should be undertaken by professors. This research aims to explore information regarding the needs of students in learning English and describe how reading materials for law students at a university in Indonesia are designed. The research and development (R&D) method is employed, implementing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results indicate that the majority of students greatly require materials that can enhance their reading skills. After the reading materials are designed and implemented in class, an evaluation is conducted to further develop the materials. The evaluation results, as responded to by students and expert professors, indicate that the materials align with the students’ needs. The average percentage of students’ needs fulfilled by the reading materials is 84%, while the average assessment percentage from the experts is 90.4%. This demonstrates that the reading materials are valid for use as English learning materials for law students.

A Discourse Analysis of the Ideological Knowledge of EFL Learners in Reading Skills

This research aims to help English as a Foreign Language (EFL) teachers prepare for the actualizing of the basic methodologies used in teaching EFL reading skills. The current research set out to accomplish three goals. First, it intended to explore Iraqi EFL students’ perspectives on the use of basic critical thinking strategies in scholastic reading. Second, it set out to analyze the students’ views towards using basic mindfulness methods in EFL reading lessons. Third, it attempted to show whether or not logical reasoning and thinking were gender-related. As a result, the current investigation attempted to encourage student perception using inventive models dependent on the fundamentals of basic reading skills and basic speech assessment to highlight the standards of language mindfulness. In presenting reading entries, the knowledge and critical thinking of the students motivated them to better understand the writings presented in the research. Students who participated in this research stressed the need to learn different methods to improve their comprehension and appreciation of English reading material. Thus, the aftereffects of the examination demonstrated that the students liked to be taught using a basic way that presented them the option of improving their basic perception and understanding of the viewpoints and belief systems behind the writings. They added that improving their cognizance would prepare them to have the option to allow them to comprehend the significant implications of the writings.

The Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda

This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92 lower secondary students, 10 teachers, and 4 Deputy Head teacher in charge of studies /teachers, selected randomly from a population of 145. Primary data and secondary data were collected through questionnaires and interview guides. Quantitative data was analyzed descriptively by use of excel and the Statistical Package for Social Scientists (SPSS) while qualitative data was subjected to thematic analysis. The findings reveal the use of various reading materials, such as newspapers, textbooks, handouts, dictionaries, expert opinions, poetry, online readings, and adventure stories in Lower Secondary Schools in the Shyira sector. It was observed that the lack of English reading materials and libraries in lower secondary schools leads to poor English performance among students. The study suggests strategies to improve learners' English skills, including promoting the use of English reading materials, fostering a culture of reading, and motivating students to utilize libraries. Additionally, teachers should serve as English role models and actively encourage reading to enhance students' motivation.

English Reading Materials in Non-Formal Education: A Need Analysis

Conducting a needs analysis is imperative for customizing educational content to align with students' specific learning prerequisites, especially in the realm of reading skill development, which is acknowledged as a challenging domain. This study investigates into the necessity for tailored English reading materials within non-formal educational frameworks, with a focus on junior high students at the Gosmart Institution in Yogyakarta. Utilizing a combination of surveys and interviews, data was collected from 50 students, revealing a strong inclination towards vocabulary enhancement and the extraction of detailed information from texts as their primary learning objectives. The analysis uncovers students' difficulties with presentation activities, largely due to confidence issues, alongside a pronounced preference for reading materials enriched with illustrative and social media images. Additionally, the study points out the scarcity of authentic reading resources, which hampers the effectiveness of teaching strategies. The findings advocate for the integration of these insights into the development of English reading materials, proposing a targeted approach to ameliorate reading instruction and address the highlighted educational needs. This study underscores the importance of adapting educational resources to meet learner preferences and challenges, thereby enhancing the overall teaching and learning experience in reading skills development.

Research on the evaluation method of English textbook readability based on the TextCNN model and its application in teaching design.

English is a world language, and the ability to use English plays an important role in the improvement of college students' comprehensive quality and career development. However, quite a lot of Chinese college students feel that English learning is difficult; it is difficult to understand the learning materials, and they cannot effectively improve their English ability. This study uses a convolutional neural network to evaluate the readability of English reading materials. It provides students with English reading materials of suitable difficulty based on their English reading ability so as to improve the effect of English learning. Aiming at the high dispersion of students' English reading level, a text readability evaluation model for English reading textbooks based on deep learning is designed. First, the legibility dataset is constructed based on college English textbooks; second, the TextCNN text legibility evaluation model is constructed; finally, the model training is completed through parameter adjustment and optimization, and the evaluation accuracy rate on the self-built dataset reaches 90%. We use the text readability method based on TextCNN model to conduct experimental teaching, and divided the two groups into comparative experiments. The experimental results showed that the reading level and reading interest of students in the experimental group were significantly improved, which proved that the text readability evaluation method based on deep learning was scientific and effective. In addition, we will further expand the capacity of the English legibility dataset and invite more university classes and students to participate in comparative experiments to improve the generality of the model.

An Analysis of Students’ Obstacles in Learning English for Grade VIII Students at SMP Negeri 1 Selesai

This research explores the obstacles faced by students at SMP Negeri 1 SELESAI in learning English, particularly in reading. The study was conducted through preliminary analysis and a questionnaire, revealing a strong preference among students for topics related to the internet and entertainment, which might distract them from focusing on reading English materials. The research also revealed that students prefer to learn in groups rather than individually, suggesting a strong influence of peer interactions. Despite the high interest in English, students still face numerous obstacles in their learning process, including a lack of understanding about word distribution and pronoun usage in English, and difficulty in understanding and interpreting complex terms and phrases. The study suggests potential solutions to overcome these challenges, such as the use of more varied and interesting teaching methods, increasing students' understanding of English sentence structure, and enhancing students' interest and motivation in learning English, especially in reading. Keywords: Obstacle;, English learning; motivation

Relating academic reading with academic vocabulary and general English proficiency to assess standards of students’ university-preparedness – the case of IELTS and CEFR B2

ABSTRACT English proficiency has become pivotal for university admission, particularly at the CEFR B2 level and IELTS band 6–6.5 across Europe. In Nordic universities, the substantial amount of assigned English reading materials requires a strong command of English reading skills, with vocabulary knowledge being a crucial component. This study explores 309 university-preparatory CEFR B2 English learners' academic reading competence in relation to academic vocabulary and English grades. Performance at IELTS band 6 and 6.5 thresholds is assessed, establishing empirical links between these thresholds and academic vocabulary test scores. Results reveal positive correlations between academic reading, vocabulary knowledge, and grades. Notably, a substantial portion of low-proficient CEFR B2 students falls short of the IELTS band 6 threshold, exposing a disparity between language proficiency levels and university admission requirements. Implications for how upper secondary education prepares students for university studies are discussed in relation to the dominant use of English at universities.

Investigating the Integration of Collaborative Skills and Microlearning-based English Reading Materials for Seventh Graders

Collaborative skills are one of the 21st-century skills that must be practiced for seventh graders in English reading materials because they are helpful in accomplishing the learning goals as the characteristics of Kurikulum Merdeka Belajar. However, collaborative skills have not been fully integrated into the English reading materials from the previous curriculum. Moreover, microlearning is the trend of learning method that appears in the English reading materials. This study focused on collaborative skills and microlearning in the reading activities from the English reading materials because the previous studies only focused on collaborative strategies. Thus, this study aimed to investigate the integration of collaborative skills and microlearning-based English reading materials for seventh graders. Content analysis was employed as the method of this study. The English reading materials were analyzed using a collaborative skills framework by The Cambridge Life Competencies and microlearning descriptors by Allela. The findings revealed 5 chapters consisting of 3 to 4 units, and only 4 chapters integrate with collaborative skills, there are seven indicators of collaborative skills (CS); CS 1, CS 4, CS 5, CS 6, CS 7, CS 8, and CS 10. Furthermore, seven components of microlearning (ML) are found in the English reading materials, and they are ML 3, ML 4, ML 5, ML 6, ML 7, ML8, and ML10. In brief, this enhanced understanding will help to improve projections on the outcomes of integrating microlearning and collaborative abilities with other 21st-century skills into English reading materials, leading to a more thorough integration.

Advantages of using Digital Media to Teach English

Utilizing digital media as a pedagogical tool for English instruction presents a multitude of benefits in the contemporary landscape influenced by technology. It facilitates involvement and interactivity in the educational experience. The purpose of this study is to examine the advantages connected with the use of digital media as an educational instrument for the training of the English language. The primary focus of this study is to investigate how students interpret digital media within the framework of English Language Teaching (ELT). The information is obtained using a questionnaire administered by the studies. This study employed an empirical case study design. The data obtained from the questionnaire is subjected to descriptive analysis. The findings of this study indicate that the students exhibited a strong inclination toward digital media as a viable resource for English reading materials. The questionnaire yielded a mean score of 3.49, indicating a classification of "High" when interpreted. In addition to encountering challenges related to the utilization of digital media, students and teachers have experienced several obstacles. These include limited access to mobile phone facilities, restricted online containers and issues with insufficient connectivity.

Using ICT-based Interventions to Boost Malaysian Young Rural Learners' Interest and Motivation in Reading English Materials: A Literature Review

Using ICT-based Interventions to Boost Malaysian Young Rural Learners' Interest and Motivation in Reading English Materials: A Literature Review

교양영어수업에서 챗GPT를 적용한 수업활동 사례연구

The purpose of this paper is to examine the students’ satisfaction and learning comprehension through the class activities using chatGPT in general English classes. To that end, tasks using chatGPT and online survey were conducted on 100 students enrolled in an university in Chungcheong-namdo. Tasks using chatGPT includes 6 steps: log in to chatGPT, request reading materials on a topic, receive and solve problems related to reading materials, and self-study worksheet. As a result of this study, students’ satisfaction showed positive result on tasks using chatGPT and learning comprehension. Using chatGPT helped students acquire words, expressions, and information, and improve overall literacy skills. In addition, it is possible to learn vocabulary or high-level English reading materials, and chatGPT could be used in various ways. Based on the result, to use chatGPT as a learning tool educators or teachers should understand the pros and cons of generative AI such as chatGPT and develop teaching methods to enhance students’ autonomous learning ability.

Assessing Secondary High School Student Needs for Descriptive Texts Concerning Climate Change

Addressing Indonesia's vulnerability to climate-related disasters, this study explores the development of English reading materials on climate change for secondary high school students. The goal is to tailor these materials to the students' specific needs, considering their English proficiency levels and the challenges they face in reading comprehension. Through a mixed-method approach involving questionnaires and semi-structured interviews, the study captures insights from students, English teachers, and stakeholders. The findings highlight the critical role of English in students' future careers. However, most students are beginners in English, and they experience significant difficulties in understanding reading materials. There is a clear need for descriptive texts that are accessible at their English level and integrate climate change topics relevant to their context. The study identifies a gap in current educational resources, emphasizing the necessity of incorporating climate change content in a manner that both informs and is comprehensible to students. In conclusion, this study advocates for the creation of supplementary descriptive texts about climate change, customized to align with the students' linguistic abilities and educational curriculum. This initiative aims not only to enhance students' English skills but also to increase their awareness and understanding of crucial environmental issues.

Application of Reading Materials in High School English Teaching

English reading ability is a very important skill for high school students, whether it is required for test-taking or learning the language itself. This study aims to analyze how teachers can better select reading materials for English learners at the high school level from two perspectives: the importance of reading in English learning and the current situation of English reading materials for high school students. Through the method of literature review, eleven authoritative texts were referenced, which included two experimental studies on the topic of the impact of reading materials on student learning outcomes. It was found that there are some problems with the current English reading materials in high schools, such as the limited number of reading materials in textbooks, the lack of interesting reading materials in the market, the lack of cultural information in the reading materials, and the topics that are not close enough to the students real life and interests. In order to solve these problems, teachers should choose reading materials that are suitable for students cognitive level and interests, reduce the reading difficulty, enrich cultural information, reflect the contemporary nature, and be close to students daily life and topics of interest, and ultimately promote the solution of the problems.

CULTURAL-BASED READING MATERIALS FOR VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS

English instruction provided in vocational schools (SMK) possesses distinct characteristics when compared to English instruction in general schools. Considering the vocational schools' objective of preparing students to compete effectively in the workforce, it becomes necessary to adapt the instructional materials to cater to the students' specific needs. This research aims to identify the requirements of students in developing culturally-based English reading materials, as assessed from the perspectives of both students and teachers. A combination of questionnaires and interviews was employed to gather the necessary information. A comprehensive analysis, encompassing both quantitative and qualitative aspects, was conducted on the collected data. The findings of the needs assessment unveiled the following key points: 1) students continue to face difficulties in understanding what they read; 2) there is a demand for descriptive texts; 3) English reading materials should be integrated with content relevant to other subjects; and 4) no English reading materials currently exist that consider the students' local culture, specifically the Prabumulih culture. To fulfill these requirements, it is imperative to create supplementary reading resources that incorporate local culture, align with the students' reading proficiency, and support the subject matter effectively.