English Reading Research Articles

The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.

Exploring the multifaceted influence of affective factors on English reading comprehension among senior high school students

Existing research has emphasized the significance of cognitive factors in facilitating reading comprehension. Nevertheless, there is limited understanding of how affective factors contribute to this aspect of English learning, particularly within the Indonesian context. This study examines the contribution of affective factors (learning motivation, academic self-efficacy, and self-concept) to English reading comprehension among senior high school students. Adopting a correlational research design, it analyzed data from 136 eleventh graders using multiple regression analysis. The data was collected using the Reading Comprehension Test, Learning Motivation Scale, Academic Self-Efficacy Scale, and Self-Concept Scale. The analysis revealed a significant positive contribution of learning motivation to reading comprehension, accounting for approximately 8.9% of the variance (t-value of 3.626, p-value of 0.000), while academic self-efficacy explained about 4.4% (t-value of 2.484, p-value of 0.014). However, self-concept was found to have no significant effect on reading comprehension (t-value of -0.022, p-value of 0.982). Collectively, learning motivation and academic self-efficacy explicated around 11.9% of the variability in reading comprehension scores, as evidenced by an F-statistic of 9.021 and p-value of 0.000. The study concludes that affective factors are crucial in reading instruction. It suggests educators integrate strategies fostering motivation and self-efficacy to enhance reading comprehension.

Comprehension monitoring across languages – The effect of online feedback

BackgroundReading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension. AimsThis study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages. SampleParticipants were 138 undergraduate Hebrew-English bilingual university students. MethodsMonitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session. ResultsOnly students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1. ConclusionsPedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.

Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University

The increasing importance of English as a global language necessitates the development of robust reading comprehension skills among university students, especially those in their first year. At Tan Trao University, a significant number of first-year non-specialized students struggle with English reading comprehension, which impedes their overall academic progress and limits their access to global knowledge resources. This study, titled "Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University," seeks to address this pressing issue by identifying the challenges these students face and proposing effective solutions to enhance their reading comprehension abilities. Drawing upon a comprehensive literature review, this research delves into various theoretical frameworks and previous studies on reading comprehension and second language acquisition. It investigates the specific difficulties encountered by non-specialized students, such as limited vocabulary, lack of background knowledge, inadequate reading strategies, and low motivation. By employing a mixed-methods approach, the study combines quantitative data from standardized reading tests and surveys with qualitative insights from interviews and focus group discussions. The findings reveal that students' reading comprehension difficulties stem from a combination of internal and external factors. Internally, students often exhibit low self-efficacy and anxiety towards reading in English. Externally, insufficient exposure to English texts, lack of tailored instructional materials, and limited access to reading resources further exacerbate the problem. In light of these findings, the study proposes a multifaceted intervention strategy aimed at improving reading comprehension skills. Key solutions include the integration of extensive reading programs, the use of authentic and engaging reading materials, and the implementation of reading strategy instruction. Additionally, the study emphasizes the importance of fostering a supportive learning environment through peer collaboration, teacher feedback, and motivational activities. To ensure the effectiveness of these solutions, an implementation plan is outlined, detailing steps for curriculum development, teacher training, and ongoing assessment. This research not only contributes to the academic discourse on language acquisition but also offers practical recommendations for educators and policymakers at Tan Trao University. By addressing the specific needs of first-year non-specialized students, the proposed solutions aim to enhance their reading comprehension skills, thereby improving their overall academic performance and increasing their opportunities for success in a globalized world. The study concludes with suggestions for further research to explore additional factors influencing reading comprehension and to develop innovative instructional approaches tailored to diverse student populations.

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students’ oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills ? Oral Reading Fluency (DIBELS – ORF or DORF) assessment over three periods. The participants’ ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants’ ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study’s findings, using repeated reading and Big Books to support students’ English reading achievement is highly suggested for elementary reading enhancement.

Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy

Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy

Boosting Students’ Reading Comprehension Using REAP Method

This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach

Improving English Reading Skills through the Audiovisual Text Media

This study aims to analyze "Improving English Reading Skills through the Audiovisual Text Media" among first-semester students of the English Language and Culture Study Program at Sumbawa University of Technology. This research is a quantitative study using a pre-experimental design approach (nondesign). The design consists of a one-group pretest-posttest design with a single predetermined group. The research sample comprises 10 students. The research instrument used to collect data is a test, which includes a pretest and a posttest. The results of this study indicate that the use of the Audiovisual Text Media can improve students' reading ability. This is supported by the analysis using the Paired Test, where the t-value is -42.052 with a significance value (2-tailed) of 0.000. Comparing this with the tabulated significance value (0.05), it is evident that there is a difference between the pretest and posttest scores regarding improving English reading skills through the audiovisual text media.

ANALYSIS OF THE SEVENTH GRADE STUDENTS’ DIFFICULTIES FACTOR IN READING COMPREHENSION AT SMPN 1 CAMPURDARAT

Reading is important in learning English. The ability to reading comprehension is an ability that is naturally not owned by a student. In practice, this process is seen as complex, so it is not impossible that learning in reading comprehension obstacles and problems when learning implement it. The aim of this research is to find out the causal factors of students' reading comprehension difficulties on descriptive text at the seventh grade of SMPN 1 Campurdarat. This research is a descriptive qualitative research. The subject of the research is seventh grade students of SMPN 1 Campurdarat in Academic Year 2022/2023. The techniques of collecting the data are interview and test. Data analyzing include data reduction, data display and drawing conclusions or verification, the researcher arranging the information described in order to draw conclusion. The result of the research shows that the factor of causing the students difficulties found in comprehending English reading text there are difficulty in understanding long sentence in the text, difficulty in using reading strategies, difficulty in Concentration, learner's background, house environment and school environment.

Students’ Abilities and Difficulties in Comprehending English Reading Texts at Second Grade Students’ of SMA Negeri 1 Sakra Timur

Reading is one of the four language skills taught in English learning process. Reading comprehension is the process of making meaning from the texts. Reading comprehension is the ability of the students to read the English reading texts, process the texts, and understand its meaning and integrated with what the reader already knows. The students had still low ability and high difficulties in comprehend the text. This study deals with the abilities and difficulties of the students in comprehending English reading texts. This research study aimed (a) to know the students’ reading abilities in comprehending English text, (b) to find out the students’ difficulties in comprehending English text, (c) to identify factors of causing the students’ difficulties in comprehending English text. The research employed qualitative research method. Data were collected through documentation/worksheet test and interview by 25 students’ and English teacher at senior high school in Sakra Timur. Among other findings, the present study reports that the students’ ability in comprehending English reading texts focus on descriptive text was still low. They had got low ability because they had high difficulties in comprehending English text. The difficulties faced by the students were determining main idea, understanding vocabulary, difficulties in making inference, and to looking for the detail information. The factors were causing the students’ difficulties in comprehending consist of two factors internal and external. The internal factors consist of the student difficulties in understanding long sentence, inadequate instruction presented by teacher, and difficulties in understanding vocabulary). The external factor consists of school and house environment. The other problem is the students’ lack of motivation, lack of interest in English, and lack of participant in English learning process. Their low in reading comprehension was due to their difficulties in comprehension.

English Reading Materials in Non-Formal Education: A Need Analysis

Conducting a needs analysis is imperative for customizing educational content to align with students' specific learning prerequisites, especially in the realm of reading skill development, which is acknowledged as a challenging domain. This study investigates into the necessity for tailored English reading materials within non-formal educational frameworks, with a focus on junior high students at the Gosmart Institution in Yogyakarta. Utilizing a combination of surveys and interviews, data was collected from 50 students, revealing a strong inclination towards vocabulary enhancement and the extraction of detailed information from texts as their primary learning objectives. The analysis uncovers students' difficulties with presentation activities, largely due to confidence issues, alongside a pronounced preference for reading materials enriched with illustrative and social media images. Additionally, the study points out the scarcity of authentic reading resources, which hampers the effectiveness of teaching strategies. The findings advocate for the integration of these insights into the development of English reading materials, proposing a targeted approach to ameliorate reading instruction and address the highlighted educational needs. This study underscores the importance of adapting educational resources to meet learner preferences and challenges, thereby enhancing the overall teaching and learning experience in reading skills development.

Research on teaching mode of Business English reading based on BOPPPS model and blended teaching--taking the lesson of Creative Strategies Prompt Consumers to Buy, Buy, Buy as an example

Research on teaching mode of Business English reading based on BOPPPS model and blended teaching--taking the lesson of Creative Strategies Prompt Consumers to Buy, Buy, Buy as an example

Teaching Research on Integrating Ideological and Political Elements into Business English Reading Courses

In the current situation of economic globalization and communalization with a shared future for mankind, it is crucial to cultivate outstanding composite talents who possess morality, literacy, patriotism, business knowledge, good cross-cultural communication skills, and teamwork spirit. This requires the Business English major to increase the reform of course ideology. This article will propose several innovative paths for the ideological and political education of Business English Reading courses based on the necessity of conducting ideological and political education in Business English majors and working together with colleagues to study.

Lexical and perceptual biases in speakers’ syntactic choices

ABSTRACT Russell Tomlin’s groundbreaking work laid a foundation for the explorations of the interplay between linguistic and nonlinguistic factors determining structural choice during sentence production. The present article investigates the interplay between two such factors, lexical priming and visual cueing, which may prioritize a particular referent of an event for privileged subject status within a sentence. To this end, native speakers of English read noun names of either the agent or the patient prior to describing a transitive event. Before the event description, an exogenous visual cue directed their attention to the location of one of the event’s referents. Analysis of the proportion of passive-voice descriptions revealed a strong effect of lexical priming with more passives after patient-related lexical primes but no effect of visual cueing. This highlights potential constraints on previously documented visual cueing effects on speakers’ structural choices.

THE USE OF FABLE STORY TROUGH STAD TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION AT JUNIOR HIGH SCHOOL

This research aimed to find out to improve students’ reading comprehension that focused in determine the (main idea) and (conclusion) in the fable story in narrative text.This research employed pre-experimental research design with one group pre-test and post-test design. There were to variables: independent variable is the use of fable in terms of main idea and determining conclusion and dependent variable was the result of the test about improving students reading comprehension in terms of main idea and determining conclusion. The research findings showed that the students’ of SMP Pesantren Guppi Samata had low score in pre-test. After treatment, their post-test was significantly improved. The result of the research were the mean score of reading comprehension obtained by the students’ through pre-test was (main idea) 14.42 and (conclusion) 14.12 and post-test was (main idea) 22.95 and (conclusion) 21.48, with the t-test value is higher that t-table value (9,024 > 2,119). It meant that there was significant difference between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the using fable text was successful to increase the students’ capability in reading comprehension skills in reading English activity that improve them in narrative text.

Optimizing an English text reading recommendation model by integrating collaborative filtering algorithm and FastText classification method

To comprehend the genuine reading habits and preferences of diverse user cohorts and furnish tailored reading recommendations, this study introduces an English text reading recommendation model designed specifically for long-tail users. This model integrates collaborative filtering algorithms with the FastText classification method. Initially, the integrated collaborative filtering algorithm is explicated, followed by the calculation of the user's interest distribution across various types of English texts, achieved through an enhanced Ebbinghaus forgetting curve and analysis of user reading behaviors. Subsequently, an intelligent English text reading recommendation is generated by amalgamating collaborative filtering algorithms with association rule-based recommendation algorithms. Through optimization of the recommendation generation process, the model's recommendation accuracy is enhanced, thereby augmenting the performance and user satisfaction of the recommendation system. Finally, a comparative analysis is conducted with respect to the Top-N algorithm model, matrix factorization-based algorithm model, and FastText classification model, illustrating the superior recommendation accuracy and F-Measure value of the proposed model. The study findings indicate that when the recommendation list contains 10, 30, 50, and 70 texts, the recommendation accuracy of the proposed algorithm model is 0.75, 0.79, 0.8, and 0.74, respectively, outperforming other algorithms. Furthermore, as the number of texts increases, the F-Measure of all four models gradually improves, with the final F-Measure of the proposed model reaching 0.81. Notably, the F-Measure of the English text reading recommendation model proposed in this study significantly surpasses that of the other three recommendation methods. Demonstrating commendable performance in recall rate, root mean square error, normalized cumulative gain, precision, and accuracy, the model adeptly reflects user reading interests, thereby enhancing the accuracy of text recommendations and the overall system performance. The study findings offer crucial insights and guidance for enhancing the accuracy and overall efficacy of English text recommendation systems.

Effects of Mother Tongue Education and Multilingualism on Reading Skills in the Regional Language and English in India

AbstractIn a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and multilingualism on the reading skills and reading comprehension of 1272 Indian primary school children from low SES homes. The children performed the ASER literacy task in both the regional, majority language and in English, which was followed by newly developed reading comprehension questions. The results show that minority language speakers from monolingual households—who do not receive mother tongue education—underperform compared to majority language speakers when reading in the majority language. When reading in English, growing up in a multilingual household improves children's performance. Finally, in sites which have a larger proportion of mother tongue‐educated children, children perform better in literacy in the regional language and worse in English. Overall, these results provide insight into the influence of mother tongue education and multilingualism on reading abilities and show that more support is needed for minority language speakers to develop literacy in the majority language, and for all children to develop literacy in English.

The interplay of Students’ Habit On Watching English Movie And Listening In Toefl Test

The habit of watching English movies provides an opportunity to learn language skills. Movies can be difficult for students to understand because they speak more quickly than they do in everyday conversation or English, but they can also be entertaining and help to improve specific English language skills, like listening. To measure English language skills, especially listening, reading, and structure, the English language test or TOEFL has recently become a very important thing to master in facing global competition and has become a prerequisite for graduation on various campuses in Indonesia. The study aimed to determine whether students' habits of watching English-language films and their listening comprehension on the TOEFL were related. The students were members of the English Education Department at UIN Alauddin Makassar.The study design used a quantitative approach and the correlation method. The researcher employed tests and questionnaires to gather data. The study's participants consisted of third-semester English Education Department students at UIN Alauddin Makassar. There were one hundred students in the study's sample. Random sampling was used for this study.The method of using a questionnaire to gather information about students' viewing habits of English-language films. The TOEFL exam was the method used to gather listening data. This data analysis method made use of the Pearson product-moment correlation. The results of the study indicate a significant positive correlation (rxy = 0.826 > rtable = 0.196) between students' listening and watching habits in English during the TOEFL exam at UIN Alauddin Makassar. As a result, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This statement indicates that there is a positive and significant relationship between students' habit of watching English-language movies and their ability to listen on the TOEFL exam.

Unravelling the relationship between English reading habits and individual, family and school factors: A Chinese perspective

AbstractIn English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign‐language‐learning contexts.

Study on Junior High School English Reading Teaching Based on the Ideological and Political Education

Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.