Language Reading Research Articles

The Correlation Between Students Reading Anxiety and Their Reading Comprehension at the Eighth Grade of SMPN 3 Bukittinggi

Theoretically, reading anxiety can affect their reading comprehension. This research is aimed to uncover whether there is a correlation between reading anxiety and their reading comprehension. Empirically, the rationalities of the research are based on the three main rationales. Firstly, The pupils experience anxiety when attempting to understand the English texts, and occasionally they exploit this as a justification to skip class. Second, students believe it is difficult to read in other languages, particularly English. Thridly, many students become worry about making mistake. The research was a correlation research. The population of research was students of class VIII SMPN 3 Bukittinggi, aeround Five classes, consist of 140 students. The sample for the research was 140 students selected using the total sampling technique. Tests and questionnaires were used to get the data. This research utilized the Pearson Product Moment to examine the data and tested the hypothesis. The results were consulted in a t-table with a significance level of ?=5%, and the t-test method was applied. Findings from the eighth grade PFS indicated a relationship between students' reading anxiety and comprehension. Strong correlation (0.668) was found for SMPN 3 Bukittinggi. Based on the strong correlation threshold of 0.60-0.799, the researcher determined that rxy = 0.668 with N 138 was statistically significant. It indicates that whereas ha was accepted, ho was refused. When the research's mean, ho, was rejected and ha was approved, the Pearson product moment formula was used to compare it to the R-table. The results showed that rxy (0.668) > rtable (0.167). In summary, the findings indicated a favorable relationship between eighth-grade SMPN 3 Bukittinggi students' reading comprehension and their reading anxiety.

Testing the Relationship of Linguistic Complexity to Second Language Learners’ Comparative Judgment on Text Difficulty

AbstractThis study examined the relationship of linguistic complexity, captured using a set of lexical richness, syntactic complexity, and discoursal complexity indices, to second language (L2) learners’ perception of text difficulty, captured using L2 raters’ comparative judgment on text comprehensibility and reading speed. Testing materials were 180 texts abridged from college English coursebooks, and raters were 90 advanced Chinese learners of L2 English. Forty‐five raters read paired texts and determined which text was harder to understand in each pair, and another 45 raters read paired texts and determined which text they read faster in each pair. Two stepwise linear regression models containing lexical, syntactic, and discoursal features explained 48.1% and 54.6% of the variance in L2 learners’ estimates of text comprehensibility and reading speed, respectively, outperforming four commonly used language readability models. These findings contribute useful insights into the relationship between linguistic complexity and L2 learners’ perception of text difficulty.

Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

Learning to read and write is crucial in child’s development during entering formal schooling in grade one. These skills are identified to as language and literacy skills. It also predicts the child’s success later in school as well as in life. Reading and writing were both encompassed in early language literacy which are the foundation skills of a child and it develops as the child grows. This study aimed to determine the effects of the reading intervention strategies used by grade one teachers on the reading performance of grade one pupils in terms of word recognition, reading speed and reading comprehension. The participants in this study were the 23 grade one teachers coming from the 11 schools of the San Antonio District. Findings of the study came up with the following conclusions: Typical teachers of Grade I in San Antonio always use reading intervention strategies in terms of oral language, alphabet knowledge and word recognition, and often use strategies for phonological awareness, fluency and comprehension. The teachers used various activities exclusively for word recognition, fluency and reading comprehension. The learners have a high level of word recognition skills, are fast readers and with an instructional level of comprehension. A positive linear relationship exists between the reading intervention strategies and the learners' level of reading skills. After the investigation on the relationship between the reading intervention strategies and learner’s reading skills, the researcher recommends the following actions.

The Used of English-Indonesian Translation Methods in Hans Christian Anderson’s Short Story “Thumbelina”

This study analyzes the translation process used in the Hans Christian Anderson short story "Thumbelina," which was translated into Indonesian by research participants, students. The researcher applied translation theory, which is based on Newmark Theory, in translation analysis procedures. The researcher saw that there were many different approaches showing up in the translation results, therefore we were interested in finding out what kinds of equivalency translation the participants were doing to improve the target language's readability. This study employed a qualitative descriptive approach that incorporates document analysis and observation. As a result, the researcher discovers that the university students employed six different techniques to translate the short story "Thumbelina" into the target language. Literal Method was employed by the five participants the most frequently (87 times). Communicative Method came in second place with a total of 72 instances. However, with just 14 translation methods utilized, Free Translation was the least popular option among the participants. In contrast, the participants employed the word-for-word technique 43 times, the adaptation method 42 times, and the faithful method 26 times. In this case, the students translated the narrative text using multiple approaches. This study is useful for teaching and learning practice as the research highlight the importance of considering target language readability when translating literary works from the source language. Keywords: Narrative, Newmark, Translation Methods, University Students

Knowledge, Skills, and Readiness of Teachers in Using Entertainment Teaching Methods to Address Malay Language Reading Issues among Vernacular School (SJK) Students

Knowledge, Skills, and Readiness of Teachers in Using Entertainment Teaching Methods to Address Malay Language Reading Issues among Vernacular School (SJK) Students

The Effect of Syntactic Similarity on Intra-Sentential Switching Costs: Evidence from Chinese-English Bilinguals.

In order to better understand the role of syntactic similarity in a code-switched sentence, the current study explored the effect of similar and different syntactic structures on Chinese-English bilinguals' intra-sentential switching costs. L2 proficiency and switching directions as factors that potentially intervene in bilingual performance were together explored to see if there was any interaction. We manipulated the degree of syntactic similarity by utilizing clauses in active voice (greater similarity) and passive voice (lesser similarity). The study conducted a self-paced reading paradigm as a more natural language reading processing. Results showed overall longer reading times for active sentences than passive counterparts, which supported a syntactic similarity impediment rather than facilitation. The impediment seemed to be predominant irrespective of L2 proficiency. Furthermore, syntactic similarity modulated the asymmetry of switching costs between forward (L1-L2) and backward (L2-L1) direction: word RTs for the 1st and the 2nd switched word yielded greater costs in L2-L1 condition, while greater costs in L1-L2 condition was observed in 3rd switched word RTs and average RTs. The present study observed syntactic similarity impediment rather than facilitation for Chinese-English bilinguals. Notably, syntactic similarity plays a predominant role compared to L2 proficiency, and modulates the asymmetry between switching directions.

Direct and Indirect Contributions of Three Aspects of Morphological Knowledge to Second Language Reading Comprehension

Growing attention has been devoted to the contribution of morphological knowledge to reading comprehension. Because of the complex nature of morphological knowledge, more fine-grained approaches are sought on this topic by exploring multiple aspects of morphological knowledge and multiple pathways through which each aspect contributes to reading comprehension. This study measured three aspects of affix knowledge (form, meaning, and use) and vocabulary breadth and examined how each aspect contributes to EFL (English as a foreign language) reading comprehension by modeling direct and indirect effects with vocabulary as a mediator. The participants were 211 Japanese university students. All variables were measured using standardized tests. Direct effects of meaning, use, and vocabulary and indirect effects of meaning and use via vocabulary were significant. However, form displayed no significant effect. The lack of significant effects for form may be due to the design of this study, which did not include word reading (a variable that may mediate form’s effect). In sum, although the form aspect did not show any effect, semantic and syntactic aspects demonstrated direct and indirect contributions. Overall, this study endorsed the criticality of a more fine-grained approach, shedding light on what and how morphological knowledge supports L2 reading comprehension.

Encouraging English Language Reading in Cambodia: a Case Study of Takeo Provincial Higher Educational Institutions

English holds paramount significance as a global language, widely employed by diverse nations, including Cambodia, where it functions as a foreign language. Particularly in Cambodia, English has become indispensable for tertiary education. Employing a mixed methods approach, this study surveyed 183 university students, with ten subsequently participating in voluntary interviews. The findings indicate that students predominantly exhibit extrinsic motivation in their approach to English reading, with no discernible variance based on gender. The research also proposes several strategies for educators to enhance students' reading motivation, identifying the strategy of having students explain their comprehension to others as particularly efficacious. The study underscores the significance of English reading and elucidates the challenges students encounter in related activities. Ultimately, the study advocates for future investigations with larger sample sizes to further enrich scholarly insights.

Applying Relevance Theory in Advertisement Translation: A Particular Look into Electronic Product Advertisement

Competition among different electronic product manufacturers has become increasingly fierce, and advertisement translation now significantly influences both product sales and brand image. Relevance Theory, situated within the realm of cognitive pragmatics, demonstrates great compatibility with translation and proves to be effectively applicable. Viewing electronic product advertisement translation through the lens of Relevance Theory, this study regards it as “ostensive-inferential” communication. This study analyzes the advertisement translation of some renowned foreign electronic products and the translation strategies employed. It points out that translators must consider the cognitive environment of target language readers and flexibly adopt translation strategies to help them recognize advertiser’s communicative intention with minimal referencing effort and achieve contextual effects, and concludes that the key to successful translation lies in whether the translation aligns with the principle of optimal relevance.

하향식 접근법을 통한 다독의 통합적 전략 연구

The purpose of this study is to investigate the integrative strategy with a focus on a top-down approach to extensive reading and review the research, suggesting its pedagogic implications for the classroom. Based on research data on extensive reading, the integration strategy that EFL learners use to read is discussed as to whether it effectively promotes the cognitive aspect of reading abilities and learner autonomy in EFL learners. In addition, this study analyzes a top-down approach and bottom-up approach for voluntary extensive reading and suggests significant insights for foreign language reading instruction. In summary, the top-down approach with a focus on interactive extensive reading shows that the learner-centered extensive reading emphasizes meaning-centered comprehension, together with a positive attitude and enjoyment of reading. By promoting extensive reading, educators aim to create an environment where learners can naturally develop their foreign language skills through exposure to authentic texts.

The Effectiveness of Team Teaching in Improving Reading Skill among Thai EFL Undergraduates and Their Attitudes toward this Strategy

In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.

A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension: A Cross-Linguistic and Developmental Investigation

Theories of reading comprehension have widely predicted a role for syntactic skills, or the ability to understand and manipulate the structure of a sentence. Yet, these theories are based primarily on English, leaving open the question of whether this remains true across typologically different languages such as English versus Chinese. There are substantial differences in the sentence structures of Chinese versus English, making the comparison of the two particularly interesting. We conducted a meta-analysis contrasting the relation between syntactic skills and reading comprehension in first language readers of English versus Chinese. We test the influence of languages as well as the influence of the grade and the metrics on the magnitude of this relation. We identified 59 studies published between 1986 and 2021, generating 234 effect sizes involving 15,212 participants from kindergarten to high school and above. The magnitude of effects was remarkably similar for studies of English (r = .54) and Chinese (r = .54) readers, with similarities at key developmental points and syntactic tasks. There was also some evidence of modulation by grade levels and the nature of syntactic tasks. These findings confirm theory-based predictions of the importance of syntactic skills to reading comprehension. Extending these predictions, demonstrating these effects for both English and Chinese suggests a universal influence of syntactic skills on reading comprehension.

The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition

Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed.

Traditional Chinese Ritual Culture Transformed?: A TBC Approach to Joly’s and Hawkes’ Behaviour in Translating the Honorifics in Hong Lou Meng

This article compares the treatment of honorifics in English translations of Hong Lou Meng by Henry Bencraft Joly, a British diplomat and David Hawkes, a British sinologist, in light of Translator Behaviour Criticism (TBC). The research adopts an integral method that starts with a textual analysis of the translator’s construal choices, then examines the identification of the translator’s behaviour pattern and finally his social motivations. The analysis has led to five major findings: 1) Joly’s version intended to preserve the traditional Chinese ritual culture contained in the honorifics and attached great importance to restoring the honorific function of the original address terms. 2) Joly tended to subscribe to the “truth-seeking” principle even at the cost of readability to maintain the original honorifics’ function. Nonetheless, in effect, he did it to translate and annotate a teaching material for British diplomatic interns, which led to the alignment of his “truth-seeking” behaviour with his “utility-attaining” pursuit. 3) Hawkes’ version, upholding the “utility-attaining” principle, established an addressing system adapted to the target language readers’ cognitive habits with the social norms and family relations of the modern English world taken as background domain. He also made use of some creative translation strategies that had enhanced expressivity and influenced the characterization. 4) Hawkes’ “utility-attaining” behaviour is sustained by a “truth-seeking” basis because he aspired to reconstruct in modern English the literariness of the classic Chinese novel. 5) The different behaviours of the two translators demonstrated through construal choices in translating the honorifics in the novel conform to their respective social identities and professional habitus.

Reading proficiency predicts spatial eye-movement control in the first and second language.

Research on first language (L1) reading has long since established the link between the proficiency of the reader and their efficiency in oculomotor control. More proficient readers make longer saccades and land closer to the word's center, which is a word's optimal viewing position, and make fewer refixations. Eye-tracking studies of second language (L2) reading have so far provided little evidence in this regard. This study analyzes spatial oculomotor measures in the Multilingual Eye-movement Corpus, which contains data on English text reading and its component skills from 543 participants representing 12 different L1s. Our analyses establish a strong role of proficiency in English, both for L1 and L2 readers of English. While most effects replicated ones observed in L1 reading, we also found that more proficient readers of English were less accurate in targeting optimal viewing positions. We link this finding to Fitts' law of motor control for aimed movements. This article discusses the theoretical implications of the novel findings for reading research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Framework for Cloud Computing Adoption in the Malaysian and Libyan Hospitality Industry

Cloud computing, a paradigm that provides on-demand network access to a shared pool of configurable computing resources, is revolutionizing various sectors. Cloud computing supports the hospitality industry by offering scalable, on-demand resources that enable streamlined operations, personalized customer experiences, and cost-effective infrastructure management. This paper provides a comprehensive explanation to address the challenges associated with cloud computing adoption in the Malaysian and Libyan hospitality industries while focusing on providing a comprehensive framework for successful cloud computing adoption in the hospitality industry. It also provides literature and definitions with regard to the desired variables. It proposes a conceptual framework that can be applied within Malaysian and Libyan hospitality industries. The conceptual framework explains technological factors, organizational factors, environmental factors, perceived usefulness, and perceived ease of use, with respect to cloud computing adoption decision.

Penggunaan Media Kartu Kata untuk Meningkatkan Kemahiran Membaca Siswa Kelas XI

This research aimed to explore the effectiveness of using word card media in enhancing the reading proficiency of grade XI students, specifically focusing on Arabic language reading skills. The study employed a classroom action research (CAR) design with a qualitative descriptive approach, conducted over two cycles, each comprising two sessions: planning, action, observation, and reflection. The participants were 14 students from class XI at SMAS Darul Quran Singosari Malang. Data collection methods included oral and written reading tests, interviews, observation, and documentation. Data analysis followed a descriptive approach involving data collection, reduction, presentation, and drawing conclusions. The results revealed a positive impact of word card media on students' Arabic reading proficiency across both cycles. In the pre-cycle assessment, students scored an average of 43.9. Following the implementation of word card media in cycle I, the average score increased to 68.9, with a classical completeness percentage of 64. In cycle II, students' reading proficiency further improved, with an average score of 82.8 and a completion rate of 92.8 percent. These findings suggest that the utilization of word card media effectively enhances Arabic reading skills among grade XI students. The study underscores the importance of innovative teaching strategies, such as word card media, in facilitating language learning and improving students' academic performance. These insights contribute to the ongoing discourse on pedagogical approaches to enhance reading proficiency in language education.

Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load

This paper reports the findings of an experimental study that probed into the impact of integrating STEAM activities into teaching English as a Foreign Language (EFL) reading on reading comprehension and its associated cognitive load. The sample included 60 high school students who were split into experimental and control groups, with 30 students in each. Before the study, their reading comprehension was assessed by the reading module of the A2 Key test. The associated cognitive load of A2 Key was assessed by the National Aeronautics and Space Administration Task Load Index (NASATLX) before the study as well. For the experimental group,STEAM-based pre-reading activitieswere incorporated into teaching reading while the control group was taught based on the conventional method utilizing the activities of their textbook. The experiment lasted for five months. The reading section of A2 Key and the NASA TLX were used to explore the effect of the intervention on the participants’ reading comprehension and its associated cognitive load after the study. The data were analyzed by t-test and Multivariate Analysis of Covariance (MANCOVA). According to the findings, STEAM-based warm-up activities significantly impactedthe development of reading comprehension in favor of the experimental group. It was also found that the cognitive load of the experimental group significantly reduced regardingmental demand, physical demand, and frustration in comparison to the control group. The practical implications of the study for education policymakers,curriculum designers, and teachers are understood in terms of integrating STEAM into the EFL curriculum to make students interested in STEAM topics and create a friendly class atmosphere that would lead to developing their reading skills and knowledge acquisition.

Assessing Executive Function Influences on Reading Comprehension in French Immersion

This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After controlling for word-level reading, measures of shifting explained the most variance in reading comprehension compared to the variance accounted for by working memory and inhibition. The results add to the growing evidence of EF’s contribution—especially shifting—to reading comprehension within the context of early literacy learning in the L2.

Development of Reading Skills for Thai Grade 1 Students Through Smart Training Application Innovation

This research aimed to create a smart training application innovation to develop Thai language reading skills for Thai grade 1 students, targeting an efficiency standard of 80/80. The study compared the reading abilities of Thai grade 1 students before and after using the application. These students were from the Network School of the Teacher Professional Experience Center, Faculty of Education, Loei Rajabhat University. Specifically, 13 students from Ban Na Si School were selected using purposive random sampling for the first semester of the academic year 2023. This school was intentionally selected due to its eagerness to implement this innovative approach. The study utilized two versions of the smart training application: one focused on words without tone marks and the other on consonant blend words. Four lesson plans were designed (two for each version), and a 20-question reading achievement test was administered. Through the E1/E2 value calculation and a t-test, it was deduced that the application surpassed the 80/80 efficiency standard, scoring 81.15/86.15. Furthermore, students exhibited a significant improvement in their reading skills after using the application, as evidenced by a higher post-study performance at a 0.05 significance level.