Language Reading Research Articles

하향식 접근법을 통한 다독의 통합적 전략 연구

The purpose of this study is to investigate the integrative strategy with a focus on a top-down approach to extensive reading and review the research, suggesting its pedagogic implications for the classroom. Based on research data on extensive reading, the integration strategy that EFL learners use to read is discussed as to whether it effectively promotes the cognitive aspect of reading abilities and learner autonomy in EFL learners. In addition, this study analyzes a top-down approach and bottom-up approach for voluntary extensive reading and suggests significant insights for foreign language reading instruction. In summary, the top-down approach with a focus on interactive extensive reading shows that the learner-centered extensive reading emphasizes meaning-centered comprehension, together with a positive attitude and enjoyment of reading. By promoting extensive reading, educators aim to create an environment where learners can naturally develop their foreign language skills through exposure to authentic texts.

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.

A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension: A Cross-Linguistic and Developmental Investigation

Theories of reading comprehension have widely predicted a role for syntactic skills, or the ability to understand and manipulate the structure of a sentence. Yet, these theories are based primarily on English, leaving open the question of whether this remains true across typologically different languages such as English versus Chinese. There are substantial differences in the sentence structures of Chinese versus English, making the comparison of the two particularly interesting. We conducted a meta-analysis contrasting the relation between syntactic skills and reading comprehension in first language readers of English versus Chinese. We test the influence of languages as well as the influence of the grade and the metrics on the magnitude of this relation. We identified 59 studies published between 1986 and 2021, generating 234 effect sizes involving 15,212 participants from kindergarten to high school and above. The magnitude of effects was remarkably similar for studies of English (r = .54) and Chinese (r = .54) readers, with similarities at key developmental points and syntactic tasks. There was also some evidence of modulation by grade levels and the nature of syntactic tasks. These findings confirm theory-based predictions of the importance of syntactic skills to reading comprehension. Extending these predictions, demonstrating these effects for both English and Chinese suggests a universal influence of syntactic skills on reading comprehension.

The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition

Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed.

Traditional Chinese Ritual Culture Transformed?: A TBC Approach to Joly’s and Hawkes’ Behaviour in Translating the Honorifics in Hong Lou Meng

This article compares the treatment of honorifics in English translations of Hong Lou Meng by Henry Bencraft Joly, a British diplomat and David Hawkes, a British sinologist, in light of Translator Behaviour Criticism (TBC). The research adopts an integral method that starts with a textual analysis of the translator’s construal choices, then examines the identification of the translator’s behaviour pattern and finally his social motivations. The analysis has led to five major findings: 1) Joly’s version intended to preserve the traditional Chinese ritual culture contained in the honorifics and attached great importance to restoring the honorific function of the original address terms. 2) Joly tended to subscribe to the “truth-seeking” principle even at the cost of readability to maintain the original honorifics’ function. Nonetheless, in effect, he did it to translate and annotate a teaching material for British diplomatic interns, which led to the alignment of his “truth-seeking” behaviour with his “utility-attaining” pursuit. 3) Hawkes’ version, upholding the “utility-attaining” principle, established an addressing system adapted to the target language readers’ cognitive habits with the social norms and family relations of the modern English world taken as background domain. He also made use of some creative translation strategies that had enhanced expressivity and influenced the characterization. 4) Hawkes’ “utility-attaining” behaviour is sustained by a “truth-seeking” basis because he aspired to reconstruct in modern English the literariness of the classic Chinese novel. 5) The different behaviours of the two translators demonstrated through construal choices in translating the honorifics in the novel conform to their respective social identities and professional habitus.

Reading proficiency predicts spatial eye-movement control in the first and second language.

Research on first language (L1) reading has long since established the link between the proficiency of the reader and their efficiency in oculomotor control. More proficient readers make longer saccades and land closer to the word's center, which is a word's optimal viewing position, and make fewer refixations. Eye-tracking studies of second language (L2) reading have so far provided little evidence in this regard. This study analyzes spatial oculomotor measures in the Multilingual Eye-movement Corpus, which contains data on English text reading and its component skills from 543 participants representing 12 different L1s. Our analyses establish a strong role of proficiency in English, both for L1 and L2 readers of English. While most effects replicated ones observed in L1 reading, we also found that more proficient readers of English were less accurate in targeting optimal viewing positions. We link this finding to Fitts' law of motor control for aimed movements. This article discusses the theoretical implications of the novel findings for reading research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Framework for Cloud Computing Adoption in the Malaysian and Libyan Hospitality Industry

Cloud computing, a paradigm that provides on-demand network access to a shared pool of configurable computing resources, is revolutionizing various sectors. Cloud computing supports the hospitality industry by offering scalable, on-demand resources that enable streamlined operations, personalized customer experiences, and cost-effective infrastructure management. This paper provides a comprehensive explanation to address the challenges associated with cloud computing adoption in the Malaysian and Libyan hospitality industries while focusing on providing a comprehensive framework for successful cloud computing adoption in the hospitality industry. It also provides literature and definitions with regard to the desired variables. It proposes a conceptual framework that can be applied within Malaysian and Libyan hospitality industries. The conceptual framework explains technological factors, organizational factors, environmental factors, perceived usefulness, and perceived ease of use, with respect to cloud computing adoption decision.

Penggunaan Media Kartu Kata untuk Meningkatkan Kemahiran Membaca Siswa Kelas XI

This research aimed to explore the effectiveness of using word card media in enhancing the reading proficiency of grade XI students, specifically focusing on Arabic language reading skills. The study employed a classroom action research (CAR) design with a qualitative descriptive approach, conducted over two cycles, each comprising two sessions: planning, action, observation, and reflection. The participants were 14 students from class XI at SMAS Darul Quran Singosari Malang. Data collection methods included oral and written reading tests, interviews, observation, and documentation. Data analysis followed a descriptive approach involving data collection, reduction, presentation, and drawing conclusions. The results revealed a positive impact of word card media on students' Arabic reading proficiency across both cycles. In the pre-cycle assessment, students scored an average of 43.9. Following the implementation of word card media in cycle I, the average score increased to 68.9, with a classical completeness percentage of 64. In cycle II, students' reading proficiency further improved, with an average score of 82.8 and a completion rate of 92.8 percent. These findings suggest that the utilization of word card media effectively enhances Arabic reading skills among grade XI students. The study underscores the importance of innovative teaching strategies, such as word card media, in facilitating language learning and improving students' academic performance. These insights contribute to the ongoing discourse on pedagogical approaches to enhance reading proficiency in language education.

Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load

This paper reports the findings of an experimental study that probed into the impact of integrating STEAM activities into teaching English as a Foreign Language (EFL) reading on reading comprehension and its associated cognitive load. The sample included 60 high school students who were split into experimental and control groups, with 30 students in each. Before the study, their reading comprehension was assessed by the reading module of the A2 Key test. The associated cognitive load of A2 Key was assessed by the National Aeronautics and Space Administration Task Load Index (NASATLX) before the study as well. For the experimental group,STEAM-based pre-reading activitieswere incorporated into teaching reading while the control group was taught based on the conventional method utilizing the activities of their textbook. The experiment lasted for five months. The reading section of A2 Key and the NASA TLX were used to explore the effect of the intervention on the participants’ reading comprehension and its associated cognitive load after the study. The data were analyzed by t-test and Multivariate Analysis of Covariance (MANCOVA). According to the findings, STEAM-based warm-up activities significantly impactedthe development of reading comprehension in favor of the experimental group. It was also found that the cognitive load of the experimental group significantly reduced regardingmental demand, physical demand, and frustration in comparison to the control group. The practical implications of the study for education policymakers,curriculum designers, and teachers are understood in terms of integrating STEAM into the EFL curriculum to make students interested in STEAM topics and create a friendly class atmosphere that would lead to developing their reading skills and knowledge acquisition.

Assessing Executive Function Influences on Reading Comprehension in French Immersion

This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After controlling for word-level reading, measures of shifting explained the most variance in reading comprehension compared to the variance accounted for by working memory and inhibition. The results add to the growing evidence of EF’s contribution—especially shifting—to reading comprehension within the context of early literacy learning in the L2.

Development of Reading Skills for Thai Grade 1 Students Through Smart Training Application Innovation

This research aimed to create a smart training application innovation to develop Thai language reading skills for Thai grade 1 students, targeting an efficiency standard of 80/80. The study compared the reading abilities of Thai grade 1 students before and after using the application. These students were from the Network School of the Teacher Professional Experience Center, Faculty of Education, Loei Rajabhat University. Specifically, 13 students from Ban Na Si School were selected using purposive random sampling for the first semester of the academic year 2023. This school was intentionally selected due to its eagerness to implement this innovative approach. The study utilized two versions of the smart training application: one focused on words without tone marks and the other on consonant blend words. Four lesson plans were designed (two for each version), and a 20-question reading achievement test was administered. Through the E1/E2 value calculation and a t-test, it was deduced that the application surpassed the 80/80 efficiency standard, scoring 81.15/86.15. Furthermore, students exhibited a significant improvement in their reading skills after using the application, as evidenced by a higher post-study performance at a 0.05 significance level.

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

PurposeComputer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.Design/methodology/approachThis study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.Findings11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.Originality/valueThe study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement

Multiple repetitions of collocations in second language (L2) reading produce gains in collocational knowledge. However, it is less clear how typographic enhancement affects the learning of different types of L2 collocations through reading. The present experiment investigated contextual learning of English lexical (verb + noun) and grammatical (preposition + noun) collocations by Chinese speakers over two days. We manipulated the learning conditions by bolding or not bolding multiple instances of the target collocations in reading texts. A cued-recall (gapfill) post-test was used to measure collocational knowledge. We observed greater accuracy of responses with grammatical (but not lexical) collocations when the collocations were bolded than when they were not bolded. We argue that bolding likely made prep + noun collocations more perceptually salient to the learners during reading. We conclude that contextual learning of L2 grammatical collocations is likely to benefit from drawing explicit attention to the whole expressions in written input.

The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties

ABSTRACT This study aims to fill the gaps in measuring foreign language reading enjoyment by developing an English reading enjoyment scale for Chinese university students. Scherer’s [(2000). ‘Emotions as Episodes of Subsystem Synchronization Driven by Nonlinear Appraisal Processes.’ In Emotion, Development, and Self-Organization: Dynamic Systems Approaches to Emotional Development, edited by M. D. Lewis, and I. Granic, 70–99. Cambridge: Cambridge University Press] component process model of emotion was consulted and a sequential mixed-methods approach was taken. In the qualitative part, 29 Chinese university students of English were invited to report their English reading enjoyment representations and the collected data were analyzed with a grounded theory approach, which produced 52 thematic categories. Based on the 12 mostly endorsed categories, the English Reading Enjoyment Scale was constructed and then submitted to principal components analysis and subsequently confirmatory factor analysis, leading to an 11-item scale. The internal structure and psychometric properties of the scale as well as the limitations and implications of the study are discussed.

Research on Translation of Luling Cultural Tourism under Skopos Theory

Originating from Jiangxi, the Lu-Ling culture stands as a treasure among the diverse folk cultures in China. The burgeoning global outreach of Lu-Ling cultural tourism poses the challenge of effectively conveying culturally distinctive site descriptions to target language readers. This paper commences by presenting an overview of Lu-Ling culture and its related cultural tourism, furnishing readers with a comprehensive understanding of this cultural. Subsequently, it expounds upon the content of functionalist Skopos theory, laying the groundwork for subsequent investigations. Lastly, rooted in site description texts, it delves into the translation strategies for Lu-Ling cultural tourism within the framework of functionalist Skopos theory. This research not only facilitates deeper comprehension of Lu-Ling culture domestically and internationally but also furnishes practical guidance for promoting the translation dissemination of cultural tourism, thereby fostering cross-cultural communication.

A Comparative Study of Yan Fu’s Translation Theory and Lederer’s Interpretive Translation Theory

“Faithfulness, expressiveness and elegance” of Yan Fu and interpretive translation theory of Lederer share similar focuses of attention and theoretical requirements, such as conveying the ideas and meanings of the source texts, and pursuing both faithfulness and adaptability to target language readers. Their difference is also significant, which is mainly because of the distinction between Chinese and western culture. By exploring the similarities and differences of these two translation theories, benign conditions can be generated for translators to better understand different translation theories and rationally use translation theories to guide practice.

Development and Preliminary Validation of an Equine Brief Pain Inventory for Owner Assessment of Chronic Pain Due to Osteoarthritis in Horses.

An owner-completed questionnaire was designed to monitor the level of chronic pain and impact on quality of life in horses with osteoarthritis (OA). A standardized approach to develop and validate subjective-state scales for clinical use was followed. Scale items were generated through literature review, focus group meetings, and expert panel evaluation. The draft tool was tested for reading level and language ambiguity and piloted in 25 owners/caregivers of horses with osteoarthritis, with factor analysis performed on responses. The resulting revised questionnaire is currently undergoing validation in a larger sample population of 60 OA and 20 sound control horses. In the pilot group, 21 people (84%) found the questionnaire easy to complete and 22 people (88%) found it useful. It could be completed within 5 min by all participants. Readability scores (Flesch Reading Ease Score, Flesch-Kincaid grade level, SMOG index) indicated an English language reading level comparable to that of 6th to 7th grade in the U.S. system (age 11-12 years). Cronbach's alpha of all items in the tool was 0.957, indicating excellent inter-item correlation. Interim analysis for 23 OA horses from the sample population showed good test-retest reliability and higher scores compared to 5 control horses. Full validation must be completed for the instrument to be used in clinical practice.

Replication and recreation of a classic: Yang Hsien-yi and Gladys Yang’s English translation of The Records of the Grand Historian (Shiji)

Yang Hsien-yi (楊憲益) and Gladys Yang’s Selections from Records of the Historian is one of the classic English translations of the Shiji (史記) by Sima Qian (司馬遷). Yang and Yang used distinctive translation strategies in their translation process: faithfulness to the original text, recreation of a classic, flexibility as necessary, and ensuring readability. The translators preserved the structure of the Shiji whenever possible and accentuated the culturally unique thought systems of the Shiji through the strategy of foreignization. However, in places where the narrative form of the original text is likely to cause confusion to English language readers, they were flexible with organization in order to reduce the mental burden to readers. When there are no English equivalents for the Chinese terms used in the Shiji, they also adopted a strategy of domestication. Yang and Yang added explanatory content as appropriate to make their translation accessible in English.

A New Perspective on Language Reading and Comprehension: Designing and Implementing a New Framework

A New Perspective on Language Reading and Comprehension: Designing and Implementing a New Framework

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up).
 On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.