English Reading Research Articles

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.

Research on blended learning strategies for high school English reading from the perspective of deep learning

Research on blended learning strategies for high school English reading from the perspective of deep learning

Tapping into the Pedagogical Potential of infinigoChatIC: Evidence from iWrite Scoring and Comments and Lu & Ai’s Linguistic Complexity Analyzer

ChatGPT has drawn rapid interest among linguists and language teachers, with academics and industries rushing to tap into its potential. Yet the pedagogical potential of ChatGPT for L2 English writing remains to be further explored academically. This study aims to examine the effects of ChatGPT, or one of its Chinese versions called infinigoChatIC, in improving the quality of L2 writing and in facilitating the development of L2 proficiency among some postgraduate students learning an English reading and writing course in a prestigious university in Southwest China. Specifically, the main research questions focus on how infinigoChatIC-polished L2 English writings perform in comparison to L2 learner writings, and how the improvement of English writing is reflected in the changes of lexical and syntactic complexity, as evidenced by measured data and its pedagogical significance. A set of 24 English writings are collected as part of regular homework assignments, then this set of English writing is polished by the teacher researcher in the infinigoChatIC dialogue box with the prompt “please correct grammatical errors in the following English text so that it is grammatically accurate.” These two sets of writings are scored in iWrite automatic scoring system and then analyzed in Lu & Ai’s web-interfaced linguistic complexity analyzer. The study finds that infinigoChatIC can effectively improve the quality of L2 English writing, with lexical complexity vastly improved and yet surprisingly overall syntactic complexity slightly reduced. Pedagogical implications are discussed.

Visual cortex anodal transcranial direct current stimulation does not alter reading performance for Chinese presented character-by-character to normal peripheral vision in older adults.

Visual cortex anodal transcranial direct current stimulation (a-tDCS) has been shown to reduce crowding in normal peripheral vision and may improve the reading of English words in patients with macular degeneration. Given the different visual requirements of reading English words and Chinese characters, the effect of a-tDCS on peripheral reading performance in English might differ from Chinese. This study recruited 20 participants (59-73 years of age) with normal vision and tested the hypothesis that a-tDCS would improve the reading of Chinese characters presented at 10° eccentricity compared with sham stimulation. Chinese sentences of different print sizes and exposure durations were presented one character at a time, 10° below or to the left of fixation. The individual critical print size (CPS) - the smallest print size eliciting the maximum reading speed (MRS) - was determined. Reading accuracies for characters presented 0.2 logMAR smaller than the individually fitted CPS were measured at four time points: before, during, 5 min after, and 30 min after receiving active or sham visual cortex a-tDCS. Participants completed both the active and sham sessions in a random order following a double-blind, within-subject design. No effect of active a-tDCS on reading accuracy was observed, implying that a single session of a-tDCS did not improve Chinese character reading in normal peripheral vision. This may suggest that a-tDCS does not significantly reduce the crowding elicited within a single Chinese character. However, the effect of a-tDCS on between-character crowding is yet to be determined.

Analysing and evaluating the bilingual adaptation of English graded readers in China: A social semiotic multimodal discourse study

International English-graded readers have been increasingly adapted, rewritten, and localised to cater to the specific needs of learners in different regions. This cross-cultural adaptation of materials has not attracted much scholarly attention, although it is an essential dimension of research on materials for language learning and teaching. The present study explores the textual transformations that occur in the bilingual adaptation of Cambridge English Readers, a series of original fiction books for learners of English, by a Chinese publisher. The analysis is underpinned by social semiotic multimodal discourse theory. Based on the analysis, the study evaluates the pedagogic potential of the bilingual edition of Cambridge English Readers as materials for English language learning and teaching. In doing so, it demonstrates a novel approach to evaluating bilingual adaptations of graded readers. It also shows that the original and bilingually adapted editions reflect different cultures of learning.

English Reading Performance and Metacognitive Strategies: Implications for Students’ Academic Success

Education is not a privilege; it is a human right. In response, Sustainable Development Goals' "Let Me Learn" stated that nearly two-thirds of 10-year-olds can hardly read nor perceive and simplify a text, which is even more severe in the Philippines, where reading is in English. Thus, this research sought to examine the relationship between English reading performance and the metacognitive strategies of the grade 7 students on their word recognition and reading comprehension through the Philippine Informal Reading Inventory to determine their reading profile. In correlation, the Metacognitive Reading Strategies Questionnaire was used to self-assess reading strategies. The quantitative-descriptive correlational research design revealed no significant relationship between English reading performance and metacognitive strategies. However, a significant but weak relationship was seen between oral reading and pragmatic-behavioral strategies. It signifies that they can read some words but can hardly comprehend the reading text. The study's product mainly suggested that the variables do not correlate, concluding that to move toward equitable educational outcomes for an increase in their reading level, reimagining how to foster and reinforce the students to discover and strengthen their gradual progress in reading must at least be achieved to meet the expectations and specifications throughout the act of reading.

The Effect of Group-Individual Collaborative Testing on Primary Students’ Achievement in Reading Test

Collaborative testing—a two-stage testing modality in which students do tests as a group and individually—has been extensively researched and found to improve learning. However, most collaborative testing research has focused on non-English language learning. Therefore, this study examines the effects of group-individual collaborative testing (GICT) on English reading test achievement and student views of GICT. This sequential explanatory mixed-methods study gathered quantitative data from both treatment and control groups, primarily comprising students' correct answers, followed by qualitative insights derived from students' reflections on their learning experiences. Quantitative data demonstrates that GICT had a significant effect on students' reading achievement tests. While the qualitative data reveals that students considered GICT was a good reading testing modality, with some notes on the scoring method. Practice and research implications include 1) using GICT to test other language skills, 2) diversifying group composition, 3) giving more weight to the individual part score because students will retrieve more information during this stage, and 4) instilling collaborative learning values before testing.

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

On Development of English Reading Teaching in China: A Literature Review (2003-2023)

On Development of English Reading Teaching in China: A Literature Review (2003-2023)

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

This study investigated the importance of reading in English for EFL Foundation Programme students at a private college university in Oman. It discussed the students' attitudes towards reading in English and their knowledge of reading comprehension strategies. The instruments used included a short questionnaire and a reading achievement test. They were handed to sixteen mixed-age and gender students from level one and sixteen mixed-age and gender students from level two. The findings of the study instruments' data showed that gender and English language proficiency had no statistically significant effect on the level of knowledge of reading comprehension strategies in English. They also revealed that age had no statistically significant effect on attitudes towards reading in English.Moreover, they showed no statistically significant correlation between the knowledge of reading comprehension strategies and attitudes toward reading in English. Although there were positive reading attitudes, students showed weak knowledge of reading comprehension strategies. The study recommends that EFL teachers develop their students' knowledge of reading comprehension strategies.

İNGİLİS DİLİNDƏ OXUNUN NÖVLƏRİ VƏ ONLARIN TƏDRİSİ

Types of Reading and their Teaching in English Summary The development of reading skills in students plays an important role in the process of mastering the English language, because it is one of the foundations on which literate speech in English is built. It is important that reading instruction is based on teaching new ways of thinking and understanding about reading texts to students who master English as a foreign language. The main goal of the process of teaching reading and its types in English is to acquire important skills such as acquiring information in the language being taught and enriching motivational ideas and concepts. To achieve this goal, different types of reading in English classes should be properly implemented by teachers and the teaching of reading should help students acquire literary skills in English and new ways of thinking about texts. In this article, reading in English and its types, their correct implementation by teachers in classes, etc. issues are discussed. The article also talks about the tasks aimed at developing students' reading and comprehension skills, types of reading such as intensive reading, extensive reading, reading aloud, analytical reading and fluent reading, their implementation methods in English classes, and their theoretical and practical basis. Key words: reading, skills, types of reading, extensive reading, intensive reading, reading aloud, fluent reading, analytic reading, strategies

Investigation on Junior High School Extensive Reading Teaching of the Blackberry English Reading Series from the Perspective of Big Ideas

Big ideas refer to the core concepts and discourse patterns that can connect and organize fragmented knowledge. This article investigates and explores teachers’ comprehension of big ideas and the challenges for applying big ideas in second language (L2) classrooms among junior high school in Jiangsu Province. The findings are as follows: (1) Teachers mainly learn about big ideas through teaching research activities, expert lectures, and open classes, but most of them understand them at a superficial level. (2) The main influencing factors of teachers' big idea construction include insufficient teaching resources, limited time and energy, inadequate methodological guidance, and heavy teaching pressure. They expect to improve their ability to construct big ideas by receiving teaching resources, teaching methods, teaching experience, and teaching theories. (3) There are significant differences among teachers in southern Jiangsu, central Jiangsu and northern Jiangsu in terms of their cognitive level of big ideas, their ability to construct and apply big ideas. However, they all urgently need teaching cases, theoretical guidance, teaching discussions, and training. Pedagogical implications are provided for English teacher education on the construction of big ideas in L2 classrooms.

The Application of Constructivist Learning Theory to English Reading Teaching of Senior High School

With the vigorous implementation of education reform and the widespread implementation of quality education, the role of constructivist learning theory in English teaching, especially English reading teaching, has become increasingly prominent. This paper first learns about the current situation of high school English reading through investigation and research, and the overall low interest and learning motivation of students in English reading, and the low effectiveness of teachers' English reading teaching concepts and methods, and then puts forward the application strategies and methods of constructivist learning theory in high school English reading teaching: stimulating students' reading motivation through heuristic teaching, creating students' reading meaning background through contextual teaching, cultivating students' reading collaboration spirit through cooperative learning, and improving students' reading construction ability through inquiry learning.

The Practical Application of Task-Based Teaching Method in College English Reading Teaching

The introduction of task-based teaching method in English teaching can effectively cultivate students' learning autonomy, improve students' English learning ability, and enable students to improve their English literacy in an all-round way. Task-based teaching method is applied in college English reading teaching, which divides English text reading into several targeted tasks, helps students absorb the knowledge points contained in reading smoothly, strengthens their knowledge practical application ability, helps improve their English application ability, and helps improve their learning level and professional accomplishment.