English Reading Skills Research Articles

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).

Effects of Reading Strategy Instruction in English as a Second Language on Students’ Academic Reading Comprehension: A Study in Jordan

This study investigates the effects of reading strategy instruction on English reading comprehension among students in Jordan, where English is widely used in academia but often poses significant challenges for learners. Despite the recognition of English reading skills as crucial for academic success, many Jordanian students struggle with reading comprehension due to factors such as inadequate instruction and cultural differences. While the role of reading strategies in enhancing comprehension is acknowledged in educational literature, there is a lack of research focusing on the Jordanian context. This study aims to bridge this gap by exploring specific reading strategies that can be implemented, the methods of instruction, and the potential impact on students' academic performance. By providing actionable insights for educators, policymakers, and stakeholders, this research contributes to the enhancement of English reading comprehension skills in Jordan, offering a nuanced understanding that could lead to significant improvements in English language teaching and learning in the region.

Students’ Perception of LINE Webtoon Application and Its Impact on Their English Reading Habits and Skills

Reading is one of the basic English language skills that has not been mastered by all students. On the other hand, reading media determines the frequency of reading habits and the improvement of reading skills. LINE Webtoon application, one of the digital literacy platforms, allows for comfortable and enjoyable reading on computers, tablets, and mobile devices. However, unfortunately, the LINE Webtoon application as a reading medium has not been widely used in the process of teaching and learning English reading. This study investigated students’ perceptions of using LINE Webtoon and how it influenced their English reading habits and skills. Six students from the English Language Education Department at a private university in Yogyakarta were involved. The qualitative design was applied with interviews for the data collection process. The interview results described students’ reading experience using LINE Webtoon. The findings revealed students’ interest in reading content in the app due to the attractive illustrations, the use of easy-to-understand and simple language, and the correlation of story with everyday life. The interview results also presented changes in students’ reading habits as things go about reading stories on LINE Webtoon: increasing their reading routines, reading duration, vocabulary collection, and grammar knowledge. Reading English stories through the LINE Webtoon app has positive effects on enhancing students’ reading habits and reading skills. This research implies that the development of English reading curriculum should involve various innovative and effective digital literacy platforms for the enhancement of English reading habit and skills.

Exploring Challenges of Dyslexic Students Learning English as a Second Language: Reading Drama Script

This study aimed to explore the reading challenges faced by dyslexic students learning English as a second language and interventions to support their reading skills. A mixed research design (both qualitative and quantitative) was used. Data was collected through a questionnaire, semi-structured interview and observation. A judgmental sampling technique was employed to select dyslexic students and teachers at two public schools in Tiruvallur district. Twenty-six students with English dyslexia and two teachers were selected for this study. Data were collected through the use of schedule questionnaire, interview and classroom observation. Statistical package for social Science Software version 26 was employed to analyze quantitative data, whereas the thematic analysis method was used for interview and classroom observation data analysis. The findings of this study showed that students encounter difficulties in phonological awareness, decoding words, recognizing patterns and comprehension. Besides, the study revealed that employing a multisensory and structured approach to teaching, incorporating visual and auditory, are crucial strategies for enhancing students English reading skills. The research also explored that explicit reading instruction and assistive technology significantly improve students’ reading drama script skills. The findings also identified that early identification, targeted instruction and individualized support for dyslexic students are significant elements in progressing their English reading skills. However, the study also acknowledges the limitations and suggests future researchers investigate the impact of parental involvement on dyslexic students’ English reading drama script skills.

Critical Reading Skills in English of Incoming Grade 10 Learners: An Analysis and Interpretation

Critical reading encourages students to think more deeply and actively to understand a reading material. It is a manner of broadening one's mind and enhancing their thought process. The study analysed the critical reading skills of Grade 9 students and assessed the difficulties they encountered to shed light and provide valuable solutions in the successful development and improvement of the students critical reading skills. The study utilized a qualitative research design involving Grade 9 learners and English teachers who are employed in a public high school in the Philippines. Data were gathered through the use of semi-structured survey questionnaires, both for Grade 9 learners and teachers. In this study, the researcher used a purposive sampling technique to select the three Grade 9 students, and three English teachers who became part of the study. The findings revealed that students' perception of their reading ability is below average. The majority of the respondents have poor reading skills. In addition to these, students have limited vocabulary and often disassociate themselves to reading. The different strategies used in motivating students to read were presented. The majority of the teacher respondents stated that critical reading skills are part of higher-order thinking skills. Moreover, a shortage in teaching facilities and resources in the classroom are the major factors why students have poor reading ability. Findings revealed that the majority of the teacher respondents claimed that improving critical reading skills of the students can also enhance their reading comprehension skills.

Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study.

This research investigates the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills and self-regulated learning among Chinese English learners. A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (n = 24), flipped instruction (FI) group (n = 22), and online flipped instruction (OFI) group (n = 25). The participants' reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants' understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress. The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students. These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.

The Effect of Motivation and Learning Models on English Reading Skills

The Effect of Motivation and Learning Models on English Reading Skills

An Analytical Study of Assimilation in English Reading Texts

Abstract This study is concerned with analysing of assimilation as an English co-articulated phenomenon in a selected reading course assigned for Iraqi students in order to enhance the Iraqi ESL learners understanding of variety of English reading skills as well as phonology which is one of the bases of effective and successful reading. The aim of this paper is to help students overcome their problems through reading, listening and fluently pronouncing assimilated words in connected speech of English utterances for successful interaction and minimizing the Iraqi ESL students’ foreign accent. The collected data are the soundtracks of 14 reading passages taken from “Intermediate-Select Readings” /Second Edition by Linda Lee & Erik Gundersen as a second year reading textbook at the College of Languages / University of Kufa. The study analysed the data under scrutiny and found that the reciprocal assimilation is not as it is defined as adjacent sounds having mutual influence on each other to produce a third new fused sound, some features are copied just by one of them. It was also revealed that germination mostly occurs in complete assimilation when consonants in sequence are homorganic (the consonants have two features in common, manner of articulation and phonation). Since manner of articulation feature is existed in both sounds, the third place of articulation feature is copied automatically from the adjacent sound. Keywords: Assimilation, Germination, Voicing, Place, Manner, Regressive, Progressive

The relation of bilingual cognitive skills to the second language writing performance of primary grade students

The purposes of the current study were to examine the effects of cognitive and reading skills (i.e., working memory [WM], oral language development [OLD], and reading skills) on second language (L2) writing performance as well as the changes in these relationships across different grades among Spanish-speaking children learning English. A battery of measures assessing English and Spanish WM, OLD, reading skills, and English writing were administered to 494 English learners in Grades 1 to 3. Path analysis was conducted for each grade separately in both English and Spanish models. The findings indicated that the relationships between English writing performance and English cognitive and reading skills became stronger as the grades increased. However, the relationships between English writing and the Spanish cognitive and reading determinants were mixed, indicating a statistically significant relationship with Spanish WM and reading skills for Grade 2 and 3 students but not with OLD across all grades. Implications for L2 writing development are discussed.

‘What makes you say so?’ Metacognition improves the sustained learning of inferential reading skills in English as a second language

PurposeThis quasi-experimental study investigates the impact of enhancing metacognition in learning inferential reading skills in English as a second language. ProceduresSix Grade 4 classes were randomly assigned to two groups. The “Control group” received an instructional unit on inferential reading skills. The “Metacognition group” received the same unit, including metacognitive activities. Students were assessed in metacognitive and inferential reading skills before (pre-test), immediately after (post-test) and four weeks after the intervention (deferred test). FindingsMetacognitive strategy instruction enhanced student learning of inferential reading skills and its sustainability in time. The Metacognition group attained a significantly higher average score in deploying metacognitive skills both in the post and deferred tests, indicating that the intervention was effective, as intended, to this end. While both groups significantly improved their proficiency in inferential reading skills after working with the provided instructional unit, there was a significant difference in the Metacognition group, which outperformed the Control one, even more strongly in the deferred test. ConclusionsFindings support the importance of deliberately promoting metacognition as it positively impacts learning outcomes and sustainability.

Pendampingan Pembelajaran Reading Di Pondok Pesantren Al Urwatul Wutsqo Jombang

Reading is very important to master because reading can open a window to the world, especially reading English texts where many important sources of information are written in English. This assistance aims to help students at the al Urwatul Wutsqo Bulurejo Jombang Islamic boarding school to improve their English reading skills. The results of the mentoring were very positive where there was an increase in reading skills with an average reading score of 47.81 before the implementation of QARs and 68.75 afterward. Likewise, from the paired sample test, the t count is greater than the t table (17.073 > 2.1199).

Methodology, advantages and difficulties of forming reading skills in learning English

Abstract. The English language is becoming one of the global languages all over the world. One of the main, but at the same time difficult, tasks in teaching any foreign language is teaching reading which is known as an important type of speech activity, as well as the most common method of communication. It is very difficult to learn any language without basic skills and reading skills. The first stage of learning to read is the formation of technical skills that are the basis for the formation and development of future reading skills. In this article reading is the studied as the process of looking at written symbols and letters and understanding the meaning of them. Students in non-philological directions come across some difficulties in linguistic causes as vocabulary, grammar structures, background knowledge and in some strategies, such as guessing meaning from the context, skimming, scanning and also in psychological causes as attitude and motivation. The paper also finds out some obstacles to help students to get over their difficulties.

The Influence of Social Media on Developing English Reading Skills of Saudi Universities Students

Social media has definitely become an integral part of our lives especially among university students. This technology has a wide impressive effect on how people learn and communicate with each other. However, the application of social media to learning especially for English department Saudi university students, is not fully explored. Therefore, the current study aims at mapping whether social media affects students’ reading competence positively or negatively. The study also seeks to find out if there are any significant differences in the students’ competence in reading as a result of using social media with NBU students due to gender, social media, reading skills and geographical distribution. The current study used quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of (n=900) randomly chosen Saudi university students. Questionnaires with Likert scale questions were used in the study. The questionnaire was divided into two main parts. The first part began with two general questions about the number of years by which social media was used to perform general tasks and to perform specific English tasks. The second part was concerned with attitudes towards using social media, impact that social media has on reading competence. The data was analyzed using the Statistical Package for Social Sciences (SPSS) to obtain accurate results. Analysis of the collected data showed that the majority of the participants believed strongly in the pedagogical values and benefits of using social media as an ELT tool in their classrooms especially in improving reading skills. The findings also indicate that social networking websites and applications (e.g.Facebook, Youtube , Twitter, Skype) have a positive impact on learning English as a foreign language.

TEHNICAL GUIDANCE FOR DEVELOPING PROJECT-BASED READING-VIEWING TEACHING MODULES FOR CLASS X OF EFL TEACHERS

This technical guidance aims at providing a training in preparing project-based reading teaching modules for tenth grade English teachers. This training is to design a module that integrates the Kurikulum Merdeka with a project-based approach. This aim is to ensure that the teaching modules prepared relevant to the learning materials set by the government, while still offering interesting and meaningful content for students. The participants are the EFL teachers of senior high school in Sidoarjo. The method applied involves systematic stages, including literature study, needs analysis, goal formulation, material preparation, and validation by education experts and English language experts. This technical guidance also emphasizes the importance of a project-based approach in reading learning, explore potential projects that are relevant to students' real lives, and offer effective strategies and techniques in designing and implementing project-based teaching modules. Also, it discusses aspects of evaluation in project-based Reading-Viewing learning, including assessment of student performance and evaluation of teaching modules. It is hoped that the results of this training can make a positive contribution to improving the quality of Reading-Viewing learning in class X. Teachers are expected to improve their skills in designing and managing learning that is interesting, interactive, and relevant to students' needs and interests. In addition, it is hoped that there will also be an increase in students' interest and motivation in developing their English reading skills.

Improving the English Reading Skills and Reading Strategies of Elementary School Students

Improving the English Reading Skills and Reading Strategies of Elementary School Students

An Application of EPER Test in English-Medium Instruction for Academic Purposes Programs: A Case

This research aims to introduce the Edinburgh Project on Extensive Reading approach (EPER) test and use the corresponding English vocabulary to simplify existing textbooks, developing materials suitable for local students in English-medium instruction. Additionally, the test helps assess students' reading abilities, enabling teachers to create mixed groups where students with higher English reading skills can assist those with lower proficiency, fostering peer-to-peer cooperative learning.

The utilization of a reading app in business English classes in higher education

The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom’s taxonomy (Anderson & Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.