English Reading Learning Research Articles

The Effectiveness of Reading English Learning Process Based on Blended Learning through "Absyak" Website Media in Higher Education

The fastest development of technology and the internet in the 4.0 revolution era that influenced the world of education, especially higher education. Currently education focuses on outcome-based education, thus forcing all lecturers to innovate in teaching and learning. One form is by on-line learning for English learning materials developed through the website. This study analyzes the effectiveness of on-line based learning on websites on the ability to read students in the process of learning English at Universitas Brawijaya through "absyak" media websites. The use of the blended learning model has been done in several subjects, but for English subjects (reading) has never been done before. This research is quantitative descriptive. The research sample used a sample of 65 students through a questionnaire on students of the English language study program at Brawijaya University in academic year 2018/2019. The results showed that 81.99% agreed with the application of English reading learning based on blended learning through "absyak" media websites and the remaining 18.01% did not agree on learning English reading based on blended learning through "absyak" media websites. The implementation of online-based learning through "absyak" learning in the media can be effectively contained in high student responses, increased student scores and student attitudes towards variation and learning innovation.

Enhancing the Conceptual Understanding in Teaching English Through Reciprocal Teaching Method at Primary Level

The Reciprocal teaching method describes the process of reading as an interactive one, in which readers interact with the text as their prior experience is activated, using prior experience as a guide, readers learn new information, main ideas and arguments. the main objectives of this study is to explore the conceptual understanding of the teacher in using reciprocal strategies in teaching English reading, and to apply reciprocal strategies which are helpful to develop conceptual understanding in learning English reading. Students face many challenges and problems during the process of reading English text. The area of this study in primary P.C Urdu section school attached with G.E.C.E (W) Hyd. Where the populations were 14 students and 6 teachers, and selected 6 students and two teachers. This research focused on qualitative method and purposive sampling used in this study. This study is limited at Grade 5th in PC Urdu section school. Reciprocal is a research-based technique and method. It’s helpful both teachers and students. The main findings of this study those teachers not aware about how to use varieties of strategies they just teach in a traditional way. They don’t know the term Reciprocal and its strategies. This study focused that if the teachers are used this method, so teach the students in effective manner then definitely would be possible to develop critical thinking and comprehension skills of the students. The recommendation of this study is that RT strategies are should be incorporate into the curriculum and instructed in EFL classes and the future researchers should create more reading activities, and attempt to provide a supportive learning atmosphere in order to help students reinforce their learning interest in learning English.

Strategies for teaching English spelling and reading

Learning English reading and spelling in a non-native speaking environment is generally practised through drill, repetition and learning by heart. However, in the native speaking environment, there are different approaches applied in order to teach English to beginning learners. Based on the continuous one-month observation of the native English learners and their teachers in Northern Ireland and the non-native English young learners and their teachers in Slovakia, we are going to highlight the main differences in teaching how to read and write between native and non-native English learners from various points of view and suggest accommodations that may be beneficial for non-native learners and their teachers. We are predominantly going to focus on the approach “Phonics” used for teaching young learners how to read and write in the native English speaking environment. Furthermore, we are going to stress the importance of the teaching practice by novice teachers as we consider it the first step in their early teaching career.

Dynamic e-book guidance system for English reading with learning portfolio analysis

PurposeLearners were provided with personalized and adaptive articles in a dynamic real-time manner. This study aims to improve learners’ interest in learning English and motivate them through an appropriate e-book assistance mechanism, thus increasing their English reading–comprehension skills.Design/methodology/approachIn addition to their general auxiliary functions, e-books were designed to provide other relevant auxiliary functions to meet the English reading–learning requirements. The e-book was also equipped with a personalized reading guidance and assistance mechanism for conducting systematic assessments and calculations on the basis of the learner’s reading comprehension skills, article difficulty and difficulty stratification and connections between articles.FindingsThe personalized reading guidance and assistance strategy, which provided articles in line with the learners’ personal abilities and presented the articles in a correlated method, facilitated learners’ progressive learning and improved their reading–comprehension abilities. Learners’ confidence and satisfaction toward English reading can be improved effectively through adaptive guidance.Originality/valueA real-time and dynamic reading guidance strategy was established in this study by considering the learner’s reading–comprehension skills, article difficulty and difficulty stratification and the connections between articles.

Contextual Teaching and Learning Method to Third Year Students of MTsN Balang-Balang Kabupaten Gowa

The objectives of this research were to find out (1) whether or not contextual teaching and learning method improve the reading achievement of the third year students of MTsN Balang-Balang (2) whether or not the students are motivated in learning English reading using contextual teaching and learning method.This research applied quasi experimental design. The subject of the research was the third year students of MTsN Balang-Balang Kabupaten Gowa. The data collected were the students’ reading achievement through test and the students’ motivation of experimental group through quetionnaires. The data from the test and the questionnaire were analyzed quantitatively. The result of the data analysis showed that the mean score of the experimental group was higher than the control group in reading achievement.it is 68.92. The mean score of motivation of the experimental group was 79.9. It means that the students were motivated of Contextual Teaching and learning method. Based on the findings, the writer concluded that the use of Contextual Teaching and Learning Method was effective to increase the reading achivement of the third year students of MTsN Balang-Balang.

The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

KESULITAN DAN SOLUSI PEMBELAJARAN ENGLISH READING TEXT

The activity in teaching learning process is a main activity in education. Whatever that is programmed will be carried in teaching learning process. Teaching learning process will determine its purpose. As an educator or coach, he/she must give attention to individual difference in biology aspect, intellectual and physiological aspect. Those aspects will make close relationship between an educator and a learner. Therefore, in learning English Reading Text, it will be effective if all components in teaching learning process are included. Components in learning are: method, material of learning, tool/ aid of learning, purpose, teacher/ educator, student/ learner. The purpose of reading is an effective reading, but it is at last forgotten by the learner and the student will face many difficult words in reading. To get an effective reading the learner must get main idea from that passage / text. As an educator or coach by digging or understanding student’s difficulties in learning English Reading Text and doing treatment to get their solutions, he/she must make a good program to get good way in teaching reading and the learner will enjoy learning English, especially for Reading.

The Design and Implementation of Network English Reading Platform Based on Web

In modern English education, English reading learning belongs to the most important part in English, that all about the knowledge of English are fully reflected in the English reading part. Teachers and students are paying lots of attention to teaching and learning of English reading, but the traditional English reading teaching can't meet the needs. With the development of modern education and the speeding up of the education informatization mode, the use of web resources for teaching is very urgent. How to use the web to make students learn more and more network resources effectively, is becoming a hot issue winning many modern scholars studying.

Using eye tracking to understand learners' reading process through the concept-mapping learning strategy

The author used an eye-tracking methodology to examine the influence of the concept-mapping learning strategy on learners performing an English reading task. Eighty-six freshmen enrolled in English courses participated in this control-group pretest-posttest experiment, and received either traditional or concept-mapping instruction for learning English reading skills. A concept-mapping strategy was introduced to the learners in the experimental group to improve their reading ability. The results of independent t tests, in which eye-tracking data on fixation time and fixation path were used, indicated that the participants who received concept-mapping instruction exhibited shorter fixation times on the core concept and other content in the text, compared with the group that received traditional instruction. Moreover, the experimental group demonstrated longer and irregular rereading paths than the control group (CG) did. These results indicated that concept mapping serves as a reference to assist average readers to improve and to identify primary ideas that clarify the meaning of an article.

Learning English reading in a mobile-assisted extensive reading program

Previous studies on Extensive Reading Programs (ERPs) have reached positive conclusions, namely, that an ERP for language learners is effective in improving their linguistic abilities related to reading and promoting their motivation and attitudes toward reading. Current mobile devices, even though suitable for reading, have not yet been applied to develop language learners' linguistic proficiency and affective abilities in any ERP. The aim of the present study was to address this gap in literature by investigating the effects of using mobile tablet PCs in an online ERP on adolescent English learners' online activities, reading ability and users' perceptions. Two intact classes taught by a same English teacher in a senior high school in Taiwan were recruited to participate in a ten-week online ERP. One class was assigned to the mobile group reading their assignments on their tablet PCs and the other, the PC group, reading theirs on desktop PCs. During the online ERP, each class dedicated one class period every week for in-class reading and the participants in both classes were encouraged to read as many as possible after the class period. The results favored the mobile group who not only outperformed the PC group in online activities and reading achievement but also showed greater appreciation of the online ERP than their PC counterparts. The study also proposed two directions for future studies on mobile-assisted reading. They included learners' studying textbooks and their reading strategies on mobile devices.

Development of English Reading Comprehension by Using Concept Maps

Reading is the single most important fundamental skill a person can acquire. However, in Thailand, English language learning, especially in reading skill, seems to be the big problem to students because most of them find English reading difficult and lack of motivation in doing so. As a result, the purpose of this study were to study the development of English reading comprehension by using concept maps, and to study the student's attitudes towards learning English reading comprehension by using concept maps. This study conducted through the use of scores from concept map retelling based on the redeveloped rubrics and comprehension test. The interview was also conducted. The results showed that the percentage of retelling and comprehension test were 81.25 percent and 86.50 percent respectively. Student stated that concept maps helped them understand English reading better. This could be concluded that the use of concept maps could enhance the student's English reading comprehension.

Designing a robot teaching assistant for enhancing and sustaining learning motivation

Although many researchers have pointed out that educational robots can stimulate learners’ learning motivation, the learning motivation will be hardly sustained and rapidly decreased over time if the amusement and interaction merely come from the new technology itself without incorporating instructional strategies. Many researchers have identified that the sustainability of the learning motivation is closely related to the instructional strategies. Accordingly, learners must be well guided by suitable instructional strategies to enhance and sustain their learning motivation. In other words, suitable instructional strategies are required even if introducing educational robots to learners can stimulate learning motivation at the beginning of learning activities. Literature also suggests that systematic instructional strategies can be designed with the use of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. As the rapid development of robotics, it has become feasible to apply the educational robot for enhancing learning. A robot teaching assistant (RTA) was designed to enhance and sustain learning motivation for the learning of English reading skills. A quasi-experimental design and the Instructional Material Motivational Survey questionnaire were used for data collection and evaluation. The findings showed that the design of the RTA-based learning activities guided by the ARCS model for learning English reading skills can significantly improve learners’ learning motivation, learning performance, and continuance intention.

Action Research on Motivation in English Reading

The study of motivation has been a long time and has developed into a range of theories in which varieties of factor are involved in. By introducing the definition of motivation, and its classification and analyzing the function of motivation in language learning, this paper is attempt to survey some strategies and methods about how to motivate and train learning motivation in English reading class. The data reveals that Female learners have strong motivation in intrinsic, extrinsic and importance of reading. But in reading efficacy, male learners are stronger than female learners. The result also indicates that students with higher score have strong motivation in learning English reading than students with lower score.

Career and Technical Education

The No Child Left Behind legislation was signed into law to ensure children in the United States receive quality education and learn the skills needed to be successful. Career and technical education (CTE) is not mentioned in the legislation, which suggests that more CTE courses may be dropped from high school master schedules, which makes the topic a concern for educational leaders. The purpose of this study was to investigate the academic performance of CTE completers and non-CTE completers in the Commonwealth of Virginia on the standards of learning English reading and mathematics assessments as well as cohort graduation rates. Findings indicate that statistically ( p < .05), CTE completers had higher mathematics and Grade 11 English reading pass rates as well as higher cohort graduation rates than those of non-CTE completers.

Personlized English reading sequencing based on learning portfolio analysis

Situated learning can enable learners to interact with real world objects, deepen their impression of learning material, and establish a connection between those objects and the material. For the practice of English reading, a proper integration of learner portfolios and local environments, along with a sound reading strategy, not only strengthens the students’ understanding of language and reading comprehension, but also improves the effectiveness of language learning. Extended from the methodology of situational language, this study developed a ubiquitous English reading learning system based on RFID-based location-aware technology and a portfolio-centric article reading guide. Through RFID technology, the learning system can detect a learner’s location; it then sends the learner highly situational and relevant English articles to read and study. Linking to the local environment, the English content becomes more perceivable, helping students achieve situational learning: “what is seen is read.” Concurrent with the mechanism for situated reading articles, this work conducted an analysis of learner study portfolios incorporating the average learner ability to obtain parameters of standing point. Using the genetic algorithm approach, the system evaluates the difficulty of articles and their relationships. Through multiple evolutionary sequences, the system eventually provides the learner with appropriate and progressive articles for personalized study. The experiment conducted in both quantitative and qualitative evaluations revealed that this learning system can effectively assist learners as they immerse themselves in the study.