English Reading Research Articles

Exploring EAP English text readability and reader ability of Chinese university students through Lexile measures and metaphorical conceptualizations

This study aimed to ascertain and then close gaps between the readability demanded by degree-level textbooks in English and the reading abilities of Chinese students in a foundation programme of an English-medium university in China. A quasi-experimental research design shows Lexile-based reading interventions conducted both outside and inside class over one year within an English for Academic Purposes (EAP) class which might close the reading gap. Participants' English reading experiences were explored through Metaphor Analysis of their constructed metaphors regarding reading, academic reading and EAP reading strategies. The quantitative results show a significant reading ability growth in the experimental group after engaging in Lexile-based reading activities. This suggests that the Lexile-based reading intervention tends to raise students' reading ability towards a desired standard. Students completing inside-class reading journals made greater reading improvements than those joining outside-class reading tutorials. The metaphor analysis showed conceptualisations within five broad functions of reading evident in the participants’ metaphors: cognitive, affective, socio-cultural, moral-spiritual, and aesthetic. The cognitive and emotional aspects emerge saliently in both positive and negative student comments in metaphors on reading. Pedagogic implications and applications are suggested.

A study on the enhancement of college students' autonomous reading ability based on the online English reading circles

A study on the enhancement of college students' autonomous reading ability based on the online English reading circles

Reading in English

In 2021, Costa Rica was still dealing with the sanitary conditions caused by the COVID-19 virus, which eminently impacted the educational system. Therefore, at Universidad Nacional de Costa Rica (UNA), the pedagogical praxis had to be mostly developed through the remote learning modality; this research explains the mediation process carried out in two English I courses, which specifically addressed the reading skill through four main principles and seven determined strategies. The results of this study show that students highly benefited and improved in the reading ability, which in turn, helped them in the listening, speaking, and writing macro-skills as well as in the grammar, phonetics, and vocabulary micro-abilities.

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

AbstractFoundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 min thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 min every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral-and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04 − .29). Overall, the study indicated the potential in the integrated approach and thus the need for more research on the effects of integrating classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

A Study on the Infiltration Methods of British and American Literature in High School English Reading Teaching

Reading is the key content of high school English teaching, which can improve students’ mastery of words, grammar, and other knowledge, and can expand their horizons. British and American literature is the essence of British and American culture, and its application in high school English reading teaching can help improve students’ English proficiency. This paper outlines the problems of high school English teaching, analyzes the role of British and American literature in high school English reading teaching, and explores the infiltration methods of British and American literature in high school English reading teaching, in order to provide references for teachers.

Exploring the Impact of Technology in Enhancing English Reading Skill

This research sought to investigate the influence of technology on improving English reading proficiency among students in the sixth semester of English instruction at Dong Nai Technology University. This research used a qualitative descriptive methodology and utilized purposive sampling. The research included a total of 34 individuals. Data is collected using observation, interview, and documentation methods. The study revealed that the majority of kids felt at ease using the new technology to enhance their reading abilities. The need to acquire knowledge in the modern day is driven by the reliance on technology. The statement is corroborated by the outcome of the interview. The students said that using e-books is more convenient than physical books due to their compatibility with various devices such as smartphones. Furthermore, the documentation serves the purpose of incorporating the data obtained via observation and interviews. Ultimately, technology has a positive influence on enhancing kids' proficiency in reading.

English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach.

The university stage is critical for cultivating and enhancing students' practical English proficiency, encompassing listening, speaking, reading, writing, and translation skills. Losing interest in English studies at this stage not only hampers the development of practical English competence but also has a negative impact on future employment and personal growth. This study aimed to explore to how English language learning anxiety (ELLA) affects academic burnout (AB) of freshman in China and explores the role of academic peer support (APS) and academic self-efficacy (ASE) in the relationship between the two. The study involved 1,355 college students who completed English Language Learning Anxiety Scale, the English Academic burnout Scale, Academic Peer Relationship Scale, the Academic Self-efficacy Scale. AB was significantly impacted by ELLA. ELLA and AB were mediated by ASE. Another factor that acted as a mediator between ELLA and AB was APS. ELLA and AB were mediated by a chain reaction involving ASE and APS. The chain mediation model validated in this study, providing valuable insights into the effects of freshmen's ELLA on AB in China, as well as practical insights into the prevention and intervention of ELLA and AB in other current college students.

On English Reading Teaching in Junior High School Based on ARCS Learning Motivation Model

In the cultivation of the four basic skills of listening, speaking, reading, and writing in language learning, reading is a more comprehensive reflection of the language application process. However, there are still many problems in the current stage of English reading teaching, which affects the effectiveness of English reading teaching and the improvement of students’ reading ability. Strong reading motivation is a key factor in promoting students to actively learn reading. Professor Keller, a renowned American psychologist, proposed the “ARCS Learning Motivation Model” in 1983, which starts with four elements: Attention, Relevance, Confidence, and Satisfaction, and designs corresponding motivational strategies based on the characteristics of students’ learning motivation and teaching content. This study aims to stimulate students’ reading motivation as a breakthrough point, apply the ARCS learning motivation model to English reading teaching in junior high school, and explore whether English reading teaching based on this model can improve students’ reading motivation and thus improve their reading ability and grades. This research selected two classes in the first grade of a middle school as experimental subjects. The experimental class adopted a reading teaching method based on the ARCS learning motivation model, while the control class adopted traditional reading teaching methods. Through a one-month teaching experiment, the researchers collected and analyzed data from students, including questionnaires, tests, and interviews. Based on the analysis of the research results, this research confirms the effectiveness of middle school English reading teaching based on the ARCS learning motivation model in enhancing students’ reading motivation, improving reading ability, and improving reading performance. This provides useful insights for English reading teaching in junior high school and also serves as a reference for future research in related fields.

Exploring the Correlation between English Proficiency and Reading Comprehension among Elementary Learners in the Philippines

This descriptive-correlational study aimed to determine the relationship between the English proficiency and reading comprehension of the Grade 6 learners at an elementary school in the province of Davao Occidental. Specifically, it aimed to determine the level of English proficiency of the respondents in terms of grammar and vocabulary and their level of reading comprehension. With the use of complete enumeration, there were 20 Grade 6 learners selected as respondents of the study. A validated questionnaire was used to assess the level of students’ English proficiency and the level of students’ reading. The data were analyzed using mean and Pearson-r correlation analysis. Results revealed that the level of English proficiency of the respondents is proficient. This implies that the learners show great understanding and application of the English language. Also, the level of reading comprehension of the respondents is described as high, indicating that they have strong understanding and reading comprehension abilities. Further, the result revealed that there is no significant relationship between the English proficiency and reading comprehension of the Grade 6 learners. It is recommended that further studies on other factors that affect the reading comprehension of elementary learners should be conducted.

Application of E-Learning entertainment learning based on intelligent interactive experience in English reading assistance mode

In the process of E-Learning, interactive entertainment experiences and digital technology provide new models for strengthening the development of online education. This article studies the application of E-Learning entertainment learning based on intelligent interactive experience in English reading assistance mode. The E-Learning entertainment learning mode based on intelligent interactive experience focuses on creating interest and interaction, designing an interesting and stimulating learning environment, selecting appropriate technology tools to achieve E-Learning intelligent interactive experience, and designing appropriate learning content and activities according to learning objectives. Firstly, this article designs a semantic inference system that is more convenient in calculating and storing resources, and can perform semantic inference on uncertain knowledge. Secondly, this article delves into the basic principles of Bayesian network algorithms and explores the construction mechanism of Bayesian networks. Then compared with traditional algorithms, the accuracy and stability of this method were demonstrated. Digital technology and artificial intelligence provide new technological support for E-Learning, allowing students to better experience entertaining learning experiences and customize learning content according to personal needs, enhancing educational value. Experiments have shown that using computer-assisted English reading can effectively improve students’ English proficiency. This system not only reduces the boredom in traditional English reading, but also provides students with a brand new English learning atmosphere, which can effectively improve their learning efficiency.

Cultural Background and Reading Strategies: A Study Based on the Sociocultural and Constructive ESL Approach

This cross-sectional study aimed to establish the effect of cultural background on reading strategy and preference of learners of English Language from urban and rural origins. The purpose revolves around the need to discover more about how cultural factors interact with learners’ attitudes and what kind of reading in English, what type of material they prefer, and how their cultural background hinders them. This research is qualitative research and the participants were sampled purposively 10 of which five were selected from the urban areas while the other five were selected from the rural area. Data collection includes interviews with the participants and also, reading of texts in English, with special attention to how students approach the respective texts. The framework of the present study is drawn from sociocultural theory and constructivism which pays attention to the cultural and social aspects of learning. The research findings indicate that the nature of learning settings that learners are subjected to, as a result of the difference in accessibility to urban and rural environments, results in the development of different reading strategies and preferences. Urban learners use more comprehensive and interventionist approaches to reading and have a higher inclination towards E-learning resources, in contrast to the rural learners who have a more conventional approach towards their reading skills and believe in book reading but face difficulty regarding issues of resource scarcity and exposure to English. This is because the study holds several implications concerning the teaching of English in Institutions as well as the construction of its curriculum. It reveals the practical importance of possessing a set of culturally appropriate approaches for teaching multicultural students. Thus, urban learners’ integration of digital and textbook materials can further engagement, while rural learners need more scaffolding and access to textbooks and other types of materials. The implications of this study for future research are clear; more research needs to be earmarked for the development of reading strategies and syndromes; cross-sectional studies need to follow students for longer periods to observe the changes of the reading strategies; and comparative studies need to focus on cultural differences or, at least, use the existing data to investigate the effects of culture on reading strategies.

The Role of Letter-Speech Sound Integration in Native and Second Language Reading: A Study in Native Japanese Readers Learning English.

The automatic activation of letter-speech sound (L-SS) associations is a vital step in typical reading acquisition. However, the contribution of L-SS integration during nonalphabetic native and alphabetic second language (L2) reading remains unclear. This study explored whether L-SS integration plays a similar role in a nonalphabetic language as in alphabetic languages and its contribution to L2 reading among native Japanese-speaking adults with varying English proficiency. A priming paradigm in Japanese and English was performed by presenting visual letters or symbols, followed by auditory sounds. We compared behavioral and event-related responses elicited by congruent letter-sound pairs, incongruent pairs, and baseline condition (symbol-sound pairs). The behavioral experiment revealed shorter RTs in the congruent condition for Japanese and English tasks, suggesting a facilitation effect of congruency. The ERP experiment results showed an increased early N1 response to Japanese congruent pairs compared to corresponding incongruent stimuli at the left frontotemporal electrodes. Interestingly, advanced English learners exhibited greater activities in bilateral but predominantly right-lateralized frontotemporal regions for the congruent condition within the N1 time window. Moreover, the enhancement of P2 response to congruent pairs was observed in intermediate English learners. These findings indicate that, despite deviations from native language processing, advanced speakers may successfully integrate letters and sounds during English reading, whereas intermediate learners may encounter difficulty in achieving L-SS integration when reading L2. Furthermore, our results suggest that L2 proficiency may affect the level of automaticity in L-SS integration, with the right P2 congruency effect playing a compensatory role for intermediate learners.

INTERCULTURAL CITIZENSHIP: A SURVEY ON KAZAKHSTANI EFL TEACHERS’ PERCEPTIONS AND TEACHING PRACTICES

Intercultural citizenship education aims at harmonious raising of individuals with multiple talents, skills, and expertise, by instilling moral ideals, commitment to peace, responsibility, and conscientiousness. All these contribute to a comprehensive and stable development of society and state.This small-scale research aims to explore how English as a Foreign Language (EFL) teachersperceive the concept of intercultural citizenship and what teaching practices they employ to foster students’ intercultural citizenship skills. The study collected data through an online questionnaire that included open-ended and close-ended items. The participants in the study were 23 EFL instructorsfrom two universities in Kazakhstan. The study’s results identified several categories associated with intercultural citizenship, such as openness and respect towards others, a commitment to human rights, empathy, tolerance, humanism, and active engagement in intercultural dialogue. The study indicated that teaching practices related to the integration of the intercultural citizenship component in the EFL classroom were limited, with some teachers promoting it through specialized textbooks and extracurricular activities, including English language decades and reading clubs. However, some participants did not employ teaching practices to prepare students as intercultural citizens. Furthermore, the participants reported challenges in finding suitable teaching materials to develop students’ intercultural citizenship skills. The findings of this study may provide insights for enhancing curricula, developing teaching resources, and implementing effective teaching practices to prepare students for active participation in a globalized society.

MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy

MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy

Optimization Strategy for Blended Teaching Resources of College English Reading Based on Network and New Media Technology

Optimization Strategy for Blended Teaching Resources of College English Reading Based on Network and New Media Technology

Influence of Using “THIEVES” Strategy on Junior High School Students’ Reading Comprehension

Though reading in English is an imperative skill for students, teaching reading somehow still becomes a problem. This research aimed to investigate the influence of using the THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End-of-chapter questions, and Summary) strategy on reading comprehension among the eighth-grade students of a junior high school at Serang, Banten, Indonesia. This is a quasi-experimental study, specifically a non-equivalent control group design which aims to compare the outcomes between an experimental group (n= 33) that received the THIEVES Strategy intervention and a control group (n= 34) that was not taught using the strategy. The results indicated a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The result also leads to the rejection of the null hypothesis (H0) and accepting the alternative hypothesis (Ha) since the p-value shows Sig = .000 which means that the result is lower than .05. This experiment confirmed that THIEVES strategy has an influence on reading comprehension skills among students. The researchers then recommend English teachers to use an engaging and innovative strategy to captivate students’ interest and prevent boredom.

Designing English Reading Materials For Law Students

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

An Exhaustive Examination of the Integration of Literature into Teaching/Learning Strategies for Advancing English Reading Comprehension: A Systematic Literature Review

This study aims to provide an extensive literature review of previous studies conducted to demonstrate and investigate the effectiveness of using literature in teaching and learning reading comprehension at the middle education level. Consequently, this literature review was conducted using a systematic approach, involving searches across multiple academic databases on the addressed topic, which resulted in highlighting twenty articles conducted between 2010 and 2021. The systematic review method included identifying relevant studies, evaluating their quality, and synthesizing their findings. Furthermore, the researchers divided the main findings into two groups: the first one focused on using short stories, and the second group included all other literary genres. Both groups showed the positive effect of using short stories, comic stories, or novels as an efficacious method in developing, teaching, and learning reading comprehension skills, especially for adolescents and children. Therefore, this study suggests using different literary genres such as children’s short stories, fiction, and plays in middle education classrooms and employing new reading techniques and strategies to further motivate students. In addition, it recommends using a larger population and random assignment when selecting samples for future studies.

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

This research investigates the subject-wise English language reading skills of bachelor level engineering students at Mid-West University in Nepal, aiming to bridge a crucial gap in understanding their comprehension levels, vocabulary acquisition, and reading strategies across various disciplines. Drawing on the specialized form of English language instruction known as English for Academic Purposes (EAP), the study assesses students' proficiency in comprehending academic materials. Despite challenges in implementation, EAP instructors recognize the value of formative assessment in enhancing student learning and academic performance. The findings reveal significant variations in reading preferences and habits across engineering disciplines, highlighting areas for focused assistance and development of reading abilities. Specifically, students studying computer engineering demonstrate higher mean reading proficiency compared to their counterparts in civil and hydropower engineering. The study underscores the importance of English language proficiency for academic success, particularly in fields like engineering where collaboration and communication span global boundaries. It also sheds light on the gradual progress and reforms in English language education in Nepal, emphasizing the need for tailored interventions and resources to enhance reading skills among engineering students. Recommendations include investing in teacher training programs focused on EAP methodologies, developing tailored resources, and promoting interdisciplinary collaborations to address subject-specific reading challenges. By addressing these recommendations, Nepal can better prepare its engineering students to succeed in academic and professional contexts where English proficiency is essential.