English Reading Research Articles

Afghan Refugee Women’s Agency in Learning to Read in English

This article reports a descriptive case study conducted at a community-based adult English language program over 7 weeks. The participants were three Afghan refugee women, who were at beginning-level proficiency in English without prior education and native language literacy. Although phonics is a recommended approach for beginning-level literacy instruction, its effectiveness depends on how actively learners engage with the instruction. This study investigated the benefits of contextualized phonics-based instruction, focusing also on learner agency (engagement and resistance) during the instruction. Based on analysis of class observation notes, teacher reflections, lesson materials, and pre- and post-test scores, the findings are presented as learner profiles, describing their gains in literacy skills and patterns of engagement and resistance. The patterns of resistance are discussed as the result of the value discrepancy between the teacher and the participants. The article recommends that resistance be viewed as valuable feedback from learners and be incorporated when making instructional decisions.

Bases teóricas para fortalecimiento de la comprensión lectora en inglés

The English and the reading comprehension in this language are necessary for the performance and process of the subject in several social, scientific, cultural spaces. Consequently, form the documentary analysis, in this article, on one hand, it is studied the results of external and internal tests to the educational establishment participating in this study; these of institutional, departmental, national and international character, as well as, the academic performance to the end of the scholar year of the students of that educational facility. This with the aim of characterizing the reading behavior in English of both Colombians and students belonging to the Educational Institution mentioned above. On the other hand, it is made a bibliography and conceptual analysis of several opened and closed databases, besides of institutional repositories, referring to the teaching of English and the development of reading comprehension in that language. All the above with the intention of relate both dimensions with Gadamer´s (1999) posture and identify a theoretical support that helps as a base for the enhancement of the reading comprehension in English in such a way that an epistemic proposal is established for the field of general and specific didactics of languages referring to said topic, in addition to being the basis for future research related to this topic. All previous allowed to identify difficulties in the use of English and the reading activity at the Colombian level, in particular, in the eighth grade students in the educational establishment participating in the research. At the same time, At the same time, this gave way to linking Gadamer's thinking with reading in English and its consolidation. And finally, it allowed to conclude the importance of the didactical study related to the reading in English, in which topics such as previous knowledge, the language, the motivation, the context and the interaction are decisive.

A Cognitive Diagnostic Model of Reading Ability based on China’s Standards of English Language Ability

Traditional English reading assessments in China typically provide a single summative score, without revealing the extent to which students have mastered different aspects of reading comprehension. Cognitive Diagnostic Models (CDMs), as a type of multidimensional latent trait model, offer diagnostic insights by presenting examinees' proficiency levels across a set of predefined skills. Cognitive diagnostic assessments based on these models can deliver multidimensional, fine-grained evaluation results, thus overcoming the limitations of traditional unidimensional score-based assessments. Based on the China's Standards of English Language Ability (CSE), this study constructs a cognitive diagnostic assessment model for English reading. Using college general English reading test papers and the G-DINA model, the English reading abilities of 200 students were diagnosed, and personalized performance reports were generated. A questionnaire survey was conducted to gather students' evaluations and suggestions regarding the feedback reports. The results indicate that the cognitive diagnostic model for English reading, constructed according to the CSE, exhibits good model fit and high diagnostic reliability. The personalized performance reports visually and comprehensively present the strengths and weaknesses of the test takers' reading abilities, providing valuable guidance for students' future remedial learning. This study utilizes a multidimensional assessment approach based on cognitive diagnostic models to evaluate the English reading abilities of Chinese university students, effectively addressing the limitations of traditional assessment methods that typically offer only a single score.

Research on the Current Situation of High School English Teaching

English is crucial for high school students. In addition to being a crucial subject for college entrance exams, English is also the key to opening the window to the world. As globalization speeds up and the number of cross-border interactions rises, English teaching plays a crucial role in Chinas education system. Moreover, English is also a required course on the college entrance exam, one of the most significant tests that high school students must take. Therefore, this article will study the current status of high school English reading, listening, writing, and grammar teaching and propose improvement strategies. There are still many problems in current English teaching, such as single teaching methods, insufficient student interest in learning, and outdated teaching resources. When facing problems in high school English teaching, teachers, schools, and other parties need to do their best to work together to improve and perfect the current situation of high school English teaching.

Teaching Reading Skills in the Indian Engineering Context: Challenges and Experiences

ABSTRACT This study focuses on teaching Engineering students reading skills in the English classroom. The methodology comprised conducting surveys—with the aid of three questionnaires—to gather the views of Engineering students, English faculty, and Engineering faculty on how reading skills could be taught and learned effectively. In addition, the researchers conducted semi-structured interviews to clarify some doubts that arose after the survey. The survey questions gathered the survey participants’ background, their reading purposes, their preferences regarding reading and reading activities, reading expectations and challenges, suggestions for interesting reading materials, and ways to improve reading skills. The data interpretation of the three surveys and the subsequent interviews highlights the steps to be taken to enhance the Engineering learners’ English reading skills.

English Reading and Writing Enhancement for Deaf and Hard of Hearing (DHH) Students with Skybox AI: Utilization of AI Image Generators

The current study aims to evaluate the effectiveness of incorporating Artificial Intelligence (AI) for the instruction of reading and writing skills in the English language for students who are deaf and hard of hearing (DHH). The researcher employed Skybox AI, a three-dimensional artificial intelligence (AI) tool developed by Blockade Labs, enabling to independently generate sentences for the purpose of obtaining visual representations, for the study. The sample for the study comprised a total of 36 students at the higher secondary level, who were enrolled in two separate higher secondary institutions catering the students with hearing impairments. A quasi-experimental methodology is adopted to assess the effectiveness of Skybox AI. Before implementing the experimental intervention, the students were administered a pre-test to evaluate their reading and writing abilities. Following the implementation of the Skybox AI treatment, the students were administered the same reading and writing test as a post-test. The findings from the paired sample t-test indicate a statistically significant improvement in students' reading and writing abilities following the implementation of Skybox AI. The study proposes the widespread utilization of artificial intelligence (AI) technology in the educational process for pupils who are deaf or hard of hearing (DHH).

From Nervous to Fluent: The Impact of AI Chatbot-Assisted Assessment on English Reading Anxiety and Performance in Indonesia

This study examines the influence of AI Chatbot-assisted assessment on English reading anxiety and performance in Indonesian secondary school pupils. The growing integration of artificial intelligence in educational settings, namely through reading bots, has the potential to improve language acquisition and reduce student anxiety. The study utilizes a quantitative research approach, which compares the performance of an experimental group that interacts with AI chatbot-assisted assessment to a control group that receives traditional teaching led by a teacher. The data were gathered by administering pre- and post-tests of the adopted EFLRAI to assess reading anxiety, and the KET to measure reading performance. The results indicate that engagement with AI chatbots significantly alleviates reading anxiety and improves reading performance. This fosters a conducive learning atmosphere that enhances confidence and engagement in acquiring the English language. This study improves the understanding of the role of AI Chatbot-assisted assessment in language education and its effectiveness in addressing the challenges faced by English as a Foreign Language (EFL) learners in Indonesia.

The Effect of Using AI Applications in Improving English Reading Skills of Students at MA Al Ishlahiyah Binjai

The Effect of Using AI Applications in Improving English Reading Skills of Students at MA Al Ishlahiyah Binjai

English reading challenges facing students transitioning from secondary education to (Swedish-medium) university education

This short paper presents three student scenarios showcasing academic reading expectations across different disciplinary learning settings for undergraduate study in Sweden. A brief discussion is offered around the pervasive presence of English texts in what is – nominally at least – Swedish-medium education. Implications for students’ transition from secondary to tertiary education are briefly provided.

The development of multiliteracy in English as a Foreign Language through a gamified project: “Stranger disappearance”

Our society is immersed in a technological environment which influences not only students learning process but also the methodological approaches. Teenagers spend part of their free time playing with videogames or publishing posts on their social networks through their cellphones. This interest towards technological games can be the excuse to implement methodologies where technology takes place. Besides, these social shifts have transformed the concept of literacy, that is how to read and write into the notion of multiliteracy (Cope & Kalantzis, 2009; New London Group, 1996) where these two skills are developed through multimodal channel not only the written mode. One of the active methodologies which could be implemented when teaching English as a foreign language is Gamification since it could foster the development of literacy through a multimodal channel since it combines visual, auditory and written mode. One of the advantages of this active methodology is the increase of motivation and engagement towards the learning process. However, to become a fluent reader in English as a Foreign Language is not an easy task since there is not a total correspondence between the graphemes and phonemes hindering the comprehension of what it is written. The purpose of this study has been to prove if the implementation of a gamified project could strengthen the multiliteracy process and increase motivation towards the learning process. The results show there have been an improvement not only in the comprehension of written texts but also in the level of motivation towards the work of that specific skill.

Music Educational Resources Integration, Teaching Strategies, and Innovative Approaches in Chinese Art Colleges and Universities

This study assessed the level of tolerance of ambiguity of non-English majors to cope with complex, incomplete, uncertain, and unknown context in English reading, which significantly influenced their reading strategies and ability. The study employed a quantitative research method, and three survey questionnaires were used to identify tolerance of ambiguity, reading strategies and ability of 400 non-English major students from HUAT majoring in automotive engineering and in economics and management. The findings revealed a significant correlation between high tolerance of ambiguity and the use of effective reading strategies, such as prediction, inference, and summarization. Students with higher tolerance levels were found to be more adept at navigating ambiguous texts and extracting meaning from complex English materials. Moreover, these students demonstrated superior reading comprehension skills compared to their peers with lower tolerance levels. The study concluded that fostering tolerance of ambiguity should be an integral part of English language teaching for non-English majors. Teachers were encouraged to incorporate activities that enhanced students’ ability to handle ambiguity, thereby improving their reading strategies and overall English reading ability. This research contributed to the field of second language acquisition by providing empirical evidence of the role of tolerance of ambiguity in English reading ability among non-English major students in Chinese colleges. Based on the findings, an enhancement program was proposed to help Chinese non-English majors deal with reading ambiguity, help them better use in reading strategies and promote their reading ability in EFL reading learning.

Tolerance of Ambiguity, Reading Strategies and Ability of Chinese College Non-English Majors

This study assessed the level of tolerance of ambiguity of non-English majors to cope with complex, incomplete, uncertain, and unknown context in English reading, which significantly influenced their reading strategies and ability. The study employed a quantitative research method, and three survey questionnaires were used to identify tolerance of ambiguity, reading strategies and ability of 400 non-English major students from HUAT majoring in automotive engineering and in economics and management. The findings revealed a significant correlation between high tolerance of ambiguity and the use of effective reading strategies, such as prediction, inference, and summarization. Students with higher tolerance levels were found to be more adept at navigating ambiguous texts and extracting meaning from complex English materials. Moreover, these students demonstrated superior reading comprehension skills compared to their peers with lower tolerance levels. The study concluded that fostering tolerance of ambiguity should be an integral part of English language teaching for non-English majors. Teachers were encouraged to incorporate activities that enhanced students’ ability to handle ambiguity, thereby improving their reading strategies and overall English reading ability. This research contributed to the field of second language acquisition by providing empirical evidence of the role of tolerance of ambiguity in English reading ability among non-English major students in Chinese colleges. Based on the findings, an enhancement program was proposed to help Chinese non-English majors deal with reading ambiguity, help them better use in reading strategies and promote their reading ability in EFL reading learning.

Studies on English Reading Teaching Methods on College Students

College students will face more and more English textbooks and papers in their studies and research, so reading quickly and efficiently is an ability that college students should have. However, for most students, it is a challenge for them. Because the traditional reading teaching methods, based on English scores, do not truly improve their reading ability, even students with better English scores cannot understand the text content correctly. Therefore, this paper will introduce three reading methods that are different from the traditional one: the Problem-based learning (PBL) teaching method, the Narrative teaching method, and the Genre-based teaching method. The purpose is to change the teaching mode of the one-way output of core English knowledge by the teacher, take the students as the teaching centre, and improve reading ability as the teaching goal. Teachers will guide the students to master English knowledge in cooperative learning and to improve their reading ability with novel teaching methods.

An investigation of parents’ decisions to enroll in Mandarin-English dual language immersion programs

ABSTRACT Mandarin-English dual language immersion (ME-DLI) programs have been growing rapidly in recent decades. Most dual language immersion programs are not mandated by the school or district but are initiated based on parents’ demands. To better understand the need for ME-DLI programs, this study explored factors associated with ethnic Chinese parents’ decisions to enroll their children in ME-DLI programs. We collected 235 parents’ survey responses. Participants were divided into six groups based on their enrollment status when ME-DLI programs were available (currently enrolled; currently enrolled in other Mandarin language programs; not currently enrolled) and willingness to enroll when unavailable (willing to enroll; may be willing to enroll; not willing to enroll). Results revealed that parents with positive attitudes toward bilingualism were more likely to enroll or willing to enroll in ME-DLI programs, suggesting a strong connection between parents’ attitudes and their enrollment decisions. Parents in the currently enrolled group also reported higher levels of English reading frequency and more advanced bilingual skills in their children than the not currently enrolled group. However, when ME-DLI programs were unavailable, parents who reported higher child engagement in English reading were less willing to enroll in ME-DLI programs.

The focus effect of sentence comprehension in natural reading of Chinese and English: a meta-analysis based on eye movement studies

The focus effect of sentence comprehension in natural reading of Chinese and English: a meta-analysis based on eye movement studies

Deaf, deaf-blind, and hard of hearing needs and perceptions of community pharmacy services

Background: Deaf, deaf-blind, and hard of hearing (D/DB/HOH) individuals face communication challenges affecting their health, which can lead to medication errors. Pharmacists can mitigate medication-related errors for D/DB/HOH individuals, but there is a lack of evidence-based best practices. This study explored the experiences of D/DB/HOH people at a community pharmacy and offered practical solutions to improve pharmaceutical care for D/DB/HOH individuals. Methods: A qualitative study consisting of 5 focus group discussions occurred. Focus groups were formed based on participants’ ability to use sign language, their hearing ability, and their age. Results: Nineteen participants completed the study (8 HOH adults, 2 HOH seniors, 1 deaf-blind adult, 4 deaf adults, and 4 deaf seniors). Communication barriers depended on one’s hearing ability but included factors such as assuming one can hear, environmental noises around the pharmacy, pharmacists not knowing American Sign Language, and assuming individuals are proficient at reading English. Focus group participants shared the potential and actual impacts that communication barriers can have on health. Strategies to improve communication between hearing pharmacists and D/DB/HOH individuals are discussed. Discussion: This is the first study in Canada exploring D/DB/HOH individuals’ experiences at community pharmacies. Focus groups were effective at revealing the similarities and differences in pharmacy experience between D/DB/HOH folks, calling attention to access barriers and their impacts on health, and highlighting ways to better meet the needs of D/DB/HOH individuals. Conclusion: Communication barriers result in a lack of understanding of one’s medications. Pharmacists should ask about communication preferences and aim to reduce communication barriers for those who are D/DB/HOH.

Enhancing Critical Thinking Skills in Senior High School Students through Targeted Strategies in English Reading Instruction: A Comprehensive Examination and Implementation Framework

This article explores the vital task of cultivating critical thinking skills in senior high school students through English reading instruction. Recognizing the pivotal role of critical thinking in fostering independent and analytical learners, this study employs a comprehensive methodology, integrating literature review, theoretical frameworks, and practical strategies. We present an implementation framework, synthesizing established critical thinking theories with innovative pedagogical methods, addressing the unique challenges of senior high school English classrooms. Our framework includes diverse reading materials, interactive learning experiences, and assessment tools to measure and reinforce critical thinking. Drawing on insights from educators, students, and experts, the research contributes valuable guidance for optimizing English reading instruction. As education evolves, this timely resource aims to support educators, curriculum developers, and policymakers in fostering a generation of students equipped with the cognitive agility essential for success in academic pursuits and beyond.

The Relationship Between Reading English Attitude and Students’ Reading Achievement in General

Reading English has become a global trend in twenty first century because of its professional use worldwide. Students are motivated to improve their reading skills because they know that doing so would help them get better-paying jobs and advance in their chosen fields. Therefore, it is crucial to investigate how reading proficiency and views regarding general English reading are related among university students. Students’ positive attitudes about reading were reflected in recent research findings. General English, since there is a present need to understand and read English. The new research is crucial because it shows that kids need to devote more time to reading in English to succeed academically and build a successful future career. According to the results, students in Saudi Arabia believed that learning English was essential for their academic growth and exposure to new ideas. In this case, educational institutions should set clear regulations permitting students to acquire English outside of the course requirement.

Deep Reading as Resistance: Reading with ChatGPT and Battling SysEd through Reflexive Reading Pedagogy

ABSTRACT This paper serves as a theoretical reflection with a practical proposal. There are two core goals for my discussion: (1) to reflect on deep reading for the purposes of education and why it matters in the current context of the study of English; and (2) to support a nuanced approach to promoting deep reading in English by introducing the argument that deep reading may be a form of resistance to two major challenges in English classrooms. These challenges are Semler’s articulation of ‘SysEd’ and the emergence of AI in the form of large language models (LLMs). My reflections on reading are mediated by a conversation with ChatGPT about its reading practice and how English may distinguish the teaching of deep reading as a human skill. Finally, I draw on Margaret Archer’s theory of reflexivity to present a practical approach to facilitating deep reading as a form of resistance.

Emerging Readers: Systematic Exploration of Effective English Reading Strategies for Preschoolers

This study reviews methods for improving preschoolers' phonological awareness and English reading abilities from 2013 to 2023 using the PRISMA protocol. Analysing 22 articles, it identifies 11 strategies for reading development and 5 for phonological awareness. An interactive reading model is introduced, providing a unified framework to support early childhood educators in enhancing literacy skills in young learners.