English Reading Skills Research Articles

The Impacts of Explicit Strategy Instruction on Reading Performance from Students Perspective: A Case Study

This paper reported on part of a larger study to explore how Vietnamese non-English major students perceived the impacts of explicit strategy instruction (ESI) on reading comprehension. Instruction on reading strategies was conducted for 6 weeks in which students were taught explicitly previewing and predicting, skimming, scanning, guessing the meaning of the unknown words from the context and summarizing strategies. Data were collected from forty-five non-English major students at a university in Vietnam through group interviews and learning reflections. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learning reflections were collected to obtain in-depth information about the impact of the ESI. The findings revealed that, after the instruction, the students reported using various reading strategies in four strategy categories, namely problem-solving, global, support and local strategies. In addition, the ESI was perceived to be cognitively beneficial, as students reported heightened awareness of using reading strategies in reading comprehension, expanded reading strategy repertoire, greater reading fluency, and higher reading scores. From a non-cognitive affective perspective, students reported that the ESI motivated them to read with a higher level of confidence and become more autonomous in reading in English. The study offers implications for teachers, students and materials writers in teaching and learning English reading skills in non-English major learning contexts and perhaps in other settings.

Enhancing English Reading Proficiency through Student Reading Habits

This research aims to obtain students' reading habits to strengthen their English reading skills. This research uses a desciptive qualitative approach. This research examines phenomena related to students' reading habits in strengthening and improving English reading skills. The sample was 100 fifth-semester students of the English Reading Class. The sampling technique uses purposive sampling. The data collection process uses three types of data: 1) observations obtained to observe students' reading habits during learning activities and 2) questionnaires given to students to find out their habits outside the classroom according to their point of view and the situations they experience. The data analysis technique uses three stages, namely data reduction, data presentation, and conclusion. The results of this research conclude that students have good reading habits in the campus environment and read a lot of books to complete their coursework. Meanwhile, reading activity at home is very low and parental support in building reading habits is also non-existent because reading activities together are not carried out at home. The results of this research also have implications for teachers' understanding of how to motivate students to have high reading habits outside the classroom and also provide authentic teaching materials so that reading activities can be done more outside the classroom.

Boosting Students’ Reading Comprehension Using REAP Method

This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach

Improving English Reading Skills through the Audiovisual Text Media

This study aims to analyze "Improving English Reading Skills through the Audiovisual Text Media" among first-semester students of the English Language and Culture Study Program at Sumbawa University of Technology. This research is a quantitative study using a pre-experimental design approach (nondesign). The design consists of a one-group pretest-posttest design with a single predetermined group. The research sample comprises 10 students. The research instrument used to collect data is a test, which includes a pretest and a posttest. The results of this study indicate that the use of the Audiovisual Text Media can improve students' reading ability. This is supported by the analysis using the Paired Test, where the t-value is -42.052 with a significance value (2-tailed) of 0.000. Comparing this with the tabulated significance value (0.05), it is evident that there is a difference between the pretest and posttest scores regarding improving English reading skills through the audiovisual text media.

Teaching foreign-language semantic reading of professionally-oriented texts based on students’ learning styles

Importance. The principle of individualization in developing skills of foreign-language semantic reading professionally oriented texts based on students’ learning styles is studied. The relevance of the study is due to the demand for an adaptive home reading system for students majoring in nonlinguistic fields.Materials and Methods. The ways of diagnosing the learning styles of second-year engineering students using the questionnaire of R. Felder and B. Solomon are described and individualized tasks for improving the semantic reading skills in English according to students’ learning styles are proposed.Results and Discussion. The use of the Felder–Silverman model of learning styles, describing various styles of perception, input, processing and understanding of the information received seems to be an important variable to study, since it helps to individualize the various stages of working with a foreign language text. The results of the experimental training proved that the proposed approach positively influenced the students’ progress in foreign-language semantic reading.Conclusion. Determining the learning styles of students enables university lecturers to take into account the individual characteristics of students’ cognitive processes, their current cognitive strategies and, thus, individualize foreign language teaching.

The effectiveness of English literature reading in improving reading skills and reading comprehension

This research aims to explore the ways in which reading English literature enhances the reading skills of Chinese college students in the language. A questionnaire was used to carry out the study with 36 students. The pilot population of this study is first-year to fourth-year students at Liaoning University. The study puts emphasis on the effectiveness of English literature reading in improving reading skills and reading comprehension. Sixty students participated in the study by means of an experiment. In the experiment class, the teacher uses reading skills to teach English literature, however, in the control class, the teacher uses a traditional literature teaching method. SPSS version 29.0 was offered to test whether the experimental students’ literature reading grades have risen with reading skills. SPSS is a software package used for statistical analysis in social science research and other fields. A wide range of abilities for data management, data analysis and data documentation are available with IBM's SPSS programme. Researchers and analysts use SPSS to perform various statistical analyses such as descriptive statistics, inferential statistics and multivariate analyses. The study indicates that teaching English literature reading skills enhances college students’ reading comprehension proficiency and grades.

The Effectiveness of Team Teaching in Improving Reading Skill among Thai EFL Undergraduates and Their Attitudes toward this Strategy

In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.

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.

ANALYSIS THE PROBLEMS ENCOUNTERED BY STUDENTS IN READING COMPREHENSION

This study focused on the problems encountered by students in reading comprehension. The purposes of this research were to find out kinds of problem faced by students in reading comprehension and the causes of the problems. Then, the researcher tried to provide the strategies to solve those problems. This research used descriptive design with qualitative approach. The researcher applied observation, test, interview and documentation as the instrument collecting data. The test consist of 15 multiple choice questions. The types of question based on five aspects in reading comprehension such as determining main idea, locating reference, understanding vocabulary, making inference, and finding detail information. After analysed the data, the result showed that the students in second semester have problem in each aspect of reading comprehension. Based on the interviews conducted, the researcher found that the causes of problem are Insufficient instruction presesnted by the teacher, lack of student’s interest, vocabulary difficulties and house environment. The last, the researcher provide the strategies to solve the problem based on theory and practice such as teacher’s motivation for teaching English reading skill, incresing vocabulary, creating friendly and supportive environment, use of metacognitive reading strategies and background knowledge.

Pendampingan Kemampuan Reading dalam Konteks Sains pada Komunitas Membaca Mahasiswa Kota Palangka Raya

The community service activity is a mentoring program for student reading communities to provide reading skills in the context of science. This activity was carried out with student reading communities from various universities in Palangka Raya City for three weeks with the IAIN Palangka Raya service team. The purpose of this community service activity is to train reading skills in English and also to increase the insight of students into the science. The method of this activity includes the preparation phase (problem identification and planning), the implementation phase, and the evaluation phase (interviews and feedback). From the results of this mentoring activity, it can be concluded that this activity has a positive impact on community members by making them more productive in reading and increasing their skills and interest in reading.

Effect of Personality and Learning Motivation on Students’ English Reading Skills

The study aims to explore the influence of personality and learning motivation on students' English reading skills. Individual personality can play an important role in the learning process, while learning motivation is a key factor that affects student skill levels. The study involved the participation of students from a variety of backgrounds, using quantitative methods to collect data through questionnaires and experiments using 2x2 design factorials. Students with more open personalities tend to show improvements in their reading skills. Moreover, learning motivation also has a significant impact on reading skills, with students with high motivation tending to have better reading skill levels. The population in this study was class XI of SMAN 1 Bojonegara with samples selected by random sampling which amounted to 68 students. The instruments used were test and questionnaire with the form of 20 multiple choice questions and 30 questionnaire. For data collection techniques in this study using test and questionnaire. The results showed a significant effect between student personality and learning motviation on students reading skill. The F0 value is 5.072 and Sig. is 0.028 < 0.05. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is, there is an interaction between student personality and learning motivation on students reading skill

INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA

This article examines assessment methods used when teaching English reading. The study sought to ascertain the most frequently used assessment methods in the teaching of English reading and the influence of assessment methods used on the acquisition of English reading skills in Kenya. This study employed a descriptive survey research design and involved form three students and 40 teachers of English language from 20 public secondary schools drawn from Teso North Sub-county. The sample size was obtained using stratified and simple random sampling techniques. Data was generated using questionnaires, interview schedules, and classroom observation schedules. Data was analyzed using descriptive and inferential statistics. Descriptive statistics involves the computation of frequencies, means, standard deviations, and percentages. Inferential statistics included pairwise correlation and logistic regression analysis. The results show that teachers frequently used comprehension tests, diagnostic reading, and Cloze test to assess learners’ acquisition of English reading skills. While oral presentation, timed reading, and book reports were the least used assessment methods. The study findings confirmed that there was a significant relationship between assessment methods used and the acquisition of English reading skills. The study concludes that teachers of English language should use effective assessment methods as provided in the syllabus. There is a need for teachers’ professional development in pedagogy as they require knowledge of effective assessment methods for English reading skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0759/a.php" alt="Hit counter" /></p>

Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial

AbstractLongitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (N = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (n = 1964), whereas those in comparison condition received business-as-usual instruction (n = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.

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.

An Empirical Study on Enhancing English Reading Skills among Female Middle School Students in Government Schools in Saudi Arabia and its Direct Impact on Academic Achievement

This study aimed to address the issue of low English reading proficiency among female middle school students in government schools in Saudi Arabia. The study targeted a sample of year-seven students; forty-two students were under direct observation in classroom and participated in interviews, questionnaire, and assessment forms. The primary focus of this study was to employ reading comprehension assessments as the major influencing factor.
 
 The main research question was how reading comprehension assessments was used to enhance the English reading proficiency of year 7 female students. This study primarily examined reading comprehension assessments, gathered existing literature on the topic, and formulated a hypothesis to help resolve the problem. The result of this study shows clear indication that reading comprehension assessments had a positive impact on students’ attitude toward the English language subject. Students’ reading proficiency improved, and their confidence in reading in front of their peers increased. Incorporating various activities contributed to achieving lesson objectives, deepened comprehension, and enhanced reading comprehension skills. Integrating modern technology into education stimulated students’ motivation to learn.

Quora: A popular platform to promote students' reading comprehension skill

Reading comprehension is a fundamental skill in mastering English. Relying solely on classroom instruction is insufficient for providing students with a comprehensive understanding of English texts. As a result, students must actively cultivate their self-directed learning abilities. It enables them to prioritize and focus on the areas they need to improve. Unfortunately, developing independent learning skills can be challenging without encouragement from teachers and an understanding of what they are learning. Thankfully, technology, such as language learning applications, can help overcome this challenge. This study examines using the Quora language learning application to enhance students' reading comprehension skills in English outside the classroom. Using qualitative research, this study involved 18 economic sharia students taking English for Business subject, and data was collected through a questionnaire and interviews. The findings revealed that Quora helped students improve their reading comprehension skills and supported their independent learning by allowing them to study English anywhere and anytime. As a result, students could take control of their learning and significantly improve their English reading skills.

Exploring Chinese College English Majors' Experiences and Perceptions of Using English Dubbing Apps

Listening, speaking, reading, and writing skills are crucial for the academic success of English majors in Chinese colleges and universities. While there are numerous English learning apps available, each program focuses differently on enhancing the abilities of English majors. It is widely known that English majors show a preference for English dubbing apps, and these apps have been recognized for their effectiveness in improving students' speaking skills. However, there is a lack of consensus regarding the impact of these apps on Chinese English majors' listening and reading skills. Nine students were selected to participate in this qualitative study, an experiment that tested students' feedback on listening and reading after using the APP. This study delves into the perceptions of English major students regarding dubbing apps, aiming to determine whether they acknowledge the positive impact of these tools on the two skills. The study results indicate that English majors perceive improvements in listening and reading skills through the use of English dubbing apps. Nevertheless, the study notes that the oversimplification of language and limitations in addressing more advanced levels make the effect on reading skills less evident. The study recommends ongoing improvement and adaptation of English dubbing applications to cater to the diverse needs of a broader range of learners. As English majors increasingly rely on technology-enhanced language learning, it is crucial to address the nuanced challenges associated with these apps, ensuring a more comprehensive and impactful language learning experience.

Improving Fluent Reading Skills in Learning English Using the Demonstration Method for Grade III Students at Talitakum Private Elementary School

This study aims to improve the ability to read fluently in learning English, especially aspects of reading skills using the demonstration method for third grade students at Talitakum Private Elementary School. This type of research is pre-experimental research which only involves one class and is carried out in 2 meetings. Experimental units are conducted total sample which involved all grade III students. The results showed that: (1) student learning outcomes before being given treatment based on an average score reaching 33.3% were in the low category. Being in the high category, this can be concluded after being given treatment and obtaining a score of 83.3%. (2) Then, a figure of 76.9% is obtained for the average student involvement, which shows that students are active in their education. (3) The use of the demonstration model in this class is approved; this is shown by the positive response of students of 77.2%. Furthermore, it was found that the calculated t value was 4.5 with a frequency (df) of 22-1=21, this shows a significance level of 5%. This is in accordance with the t test procedure for carrying out inferential statistical analysis, as shown in t table 2. The null hypothesis (Ho) is rejected, and the alternative hypothesis (Hi) is accepted because t count > t table at the 5% significance level. Talitakum Private Elementary School has an increasing influence on the ability to read fluently in learning English using the demonstration method.

Influence of Teaching Methods Used on the Acquisition of English Reading Skills in Secondary Schools in Kenya

English reading skills are essential in academic and professional development. While appropriate teaching methods enhance learner acquisition of reading skills, inappropriate teaching methods hamper the acquisition of reading skills. This article examines the type of teaching methods used when teaching reading skills and seeks to establish the influence of teaching methods used on the acquisition of English reading skills. Data were obtained from 400 form three students and 40 teachers of English language from 20 public secondary schools in Teso North sub-county. Stratified, simple random and proportional sampling was used to obtain the study sample. Data were collected using questionnaires, interview schedules and classroom observation schedules. The sampled students filled out questionnaires and teachers were interviewed and observed in the classroom. Data were analyzed using both descriptive and inferential statistics. The results indicate that teaching methods such as group work, pair work and discussion were the most significant factors influencing the acquisition of reading skills p < 0.05. The study concluded that pedagogy has a significant relationship with the acquisition of English reading skills. The study recommended that teachers should use a variety of teaching methods. This is because each method complements the other.

Implementation of Early Reading Games to Teach English Using Integrated Sound Word Method for Preschoolers

In teaching English reading skills to preschoolers, two primary reading instruction approaches have been established: the Phonics Approach and the Whole Language Approach. However, no evidence was found in the past studies to support these methods in the Malaysian setting. This study examines the effects of early reading games on teaching English among second language learners in preschools using the Integrated Sound Word Method using 60 preschoolers aged six years old in the district of Kuala Lumpur as samples. Two groups were formed to be assigned as the control group and intervention group. Pre-test, post-test, and post-test 2 were administered to the control and intervention groups before and after the quasi-experimental study. The Integrated Sound Word Method incorporated early reading games as an intervention for the intervention group. This study used one-way analysis of variance (ANOVA) as well as the learning outcomes of the experimental study to measure its significance. The findings showed that the intervention group performed better in improving early reading proficiency through games as compared to the control group at each level. The participants in the intervention group are able to grasp early reading proficiency after learning through early reading games using the Integrated Sound Word Method. This study has several implications for educators and policymakers in developing effective reading programs for second language learners, emphasizing the significance of a balanced approach to achieving the objectives of the Malaysia Education Blueprint (2013–2025).