Classroom Reading Research Articles

Assessing Student Empowerment in Mobile-Assisted Extensive Reading in a University Setting

Mobile-assisted language learning and its impact on students’ learning outcomes have been examined as one of the attractive methods in English extensive reading (ER). Yet, studies investigating mobile-assisted extensive reading on students’ empowerment are scarcely reported. Grounded in a learning empowerment scale, this research aimed to assess students’ empowerment toward the enactment of mobile-assisted extensive reading in a private university in Indonesia. This case study involved students (n=27) from the Department of English Education at the university. All participants were voluntarily recruited according to the research protocol assigned by the department. All data were garnered from closed-ended questionnaires, reflective journal writing, and semi-structured interviews to get an in-depth analysis of university students’ lived experiences in extensive online reading. The findings revealed how the students felt empowered during their mobile learning engagement. The present study also demonstrates how self-driven reading tasks have engaged students in sharing information and values during the reading report tasks. Further, it was found that students’ self-regulated learning was shouted through students’ reading motivation and self-reflection, including satisfaction and impact. Pedagogically, this study implied that teacher educators need to consider a wide range of topics and materials related to the second essential principle ER. Therefore, for a successful extensive reading program to happen, the teacher educators should provide a continued reading schedule and incorporate it into classroom reading practice.

What Can Reading Motivation Do for Improving Student’s Reading Comprehension? Implications for Reading Instruction in the School

This study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. The instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. For 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). Some solutions to solve students’ reading motivation are 1) Sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) By viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) Furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities.

THE USE OF NATURAL DISASTER NEWS TEXT IN MODELLING STAGE TO COMPOSE NEWS ITEM TEXT: AUTHENTIC MATERIAL IN THE SECOND STAGE OF GENRE-BASED APPROACH

In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.

Barriers of Online Reading Learning Faced by College Students

In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.

The Use of Textbook Illustrations in Teaching English Reading in Junior Secondary School

Although the progress of modern information technology and society has made modern junior high school English textbooks gradually develop in the direction of multi-modality, in actual teaching, teachers make less use of textbook illustrations and have difficulties in using them. Based on the two dimensions of classification and function of illustrations, the article Save the Sharks! from the Unit 13 Reading section of the Grade 9 English textbook of PEP is used as an example to discuss the effective use of textbook illustrations in reading teaching in conjunction with actual teaching. Teachers can use the illustrations in the three stages of reading, namely pre-reading, while-reading and post-reading, to help them enrich the classroom content and present a better quality of reading classroom.

(Re)Active Praxis: Reading Community in a Reading Community: Working toward Social Imagination in English Teacher Education

In this essay, two English teacher educators detail a two-year inquiry process in which they worked to frame curriculum and instruction in secondary reading methods around the development of social imagination: the ability to engage imaginatively with the perspectives of others and to envision more just ways of being in the world. In the curricular approach detailed here, preservice teachers developed social imagination by reading not only the words on the page but also the world around them, attending to the ways in which other readers make meaning within their reading community. In this way, classroom communities and intellectual partnerships become central to the teaching of reading and literature in English classrooms and serve as starting points for envisioning new ways of being in schools. The authors describe one particular classroom lesson in depth and discuss the connection between reading pedagogy in English and the imagination of more democratic and equitable classroom spaces.

On the Reconstruction of Teachers’ Role of Business English Reading Classroom Teaching Based on Literature Circle

On the Reconstruction of Teachers’ Role of Business English Reading Classroom Teaching Based on Literature Circle

BARRIERS OF ONLINE READING LEARNING FACED BY COLLEGE STUDENTS

In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.

Penerapan Pembiasaan Literasi dalam Meningkatkan Minat Baca Peserta Didik di Sekolah Dasar Negeri 095205 Parbalokan

The purpose of this study was to find out literacy habituation in increasing students' interest in reading at State Elementary School 095205 Parbalokan. The focus of this research: 1) How to apply the school literacy movement at the habituation stage, 2) How to apply the school literacy habituation at the development stage, 3) How to apply the school literacy habituation at the learning stage. This study uses a qualitative approach and a type of phenomenological study. Subject handling methods using purposive and snowball. Methods of data collection using observation, interviews, and documentation, and data analysis using an interactive model with the steps of data collection. compaction, presentation of data, drawing conclusions and verification. Test the validity of the data using source and method triangulation. The results of this study indicate: First, the habituation stage is the activity of reading 15 minutes aloud or silently. Second, the development stage, namely reading 15 minutes before the lesson. Third, the learning stage that has been used in learning all subjects. Reading strategies used to improve students' understanding of reading in all subjects. Activities to respond to reading in the form of oral, written, artistic, craft and other activities in accordance with students' literacy activities. Learning takes place in the school library, classroom reading corner, school reading area and others. Academic awards consider student costs.

Effects of Explicit Reading Strategy Instruction on High and Low English Proficiency Learners

Objectives This study aims to investigate how explicit reading strategy instruction affects the type and frequency of strategy use in Korean EFL university learners.
 Methods A structured 16-week reading strategy instruction was carried out in a general English class, and for the investigation two high and two low proficiency readers were recruited. They were interviewed at the beginning and after the course. They also participated in pre and post questionnaires on reading strategy as well as pre and post tests in reading comprehension.
 Results The results of the study reveal the low proficiency learners showed a greater increase in the frequency of strategy use than the high proficiency learners. The latter continued using the global strategy after the strategy training while the former tended to include the global and the support strategy in their strategy repertoire. All the learners expressed a positive attitude toward the reading strategy training.
 Conclusions The findings suggest that for the effective implementation of an explicit strategy instruction in a reading classroom in EFL university setting, teachers need to consider individual learners’ reading proficiency.

Theoretical perspective of reading in English second language classrooms

Several language experts have proposed language models that provide a solid foundation for effective second language acquisition. This paper aims to review language theories and explain their relevance to English Second Language (ESL) learning through reading. The ultimate goal is to develop theoretical measures whose considerations and implementations could motivate learners to read more in order to effectively learn ESL, thereby improving academic performance. This paper highlights three theoretical lenses that contribute to the understanding of second language acquisition through reading, namely social constructivism, the input hypothesis, BICS and CALP theory. The study discovered that reading instruction in ESL should be practiced through a combination of multimodality, social interaction, and comprehensive input. The integration and use of appropriate technologies in ESL classrooms, teachers' awareness of their learners' developmental level, exposure to challenging reading materials, and the development of learners' critical thinking skills are all necessary components of second language acquisition. These components should be executed properly in the reading lessons for the learners to acquire ESL to the degree of proficiency.

How do Chinese-English Translation Practices affect L2 Reading Teaching?

When translation is used correctly in the reading classroom, students' comprehension of the original text can be improved, their reading speed can be increased, they can learn new information, and their cognitive level can rise, which will improve their ability to think critically and solve problems. The teaching of foreign language reading classes emphasizes translation practice, which not only aids students in learning foreign languages and fosters an understanding of the "input" of the original language, but also significantly strengthens their "output" ability of the written and oral expression of their mother tongue, thus improving their comprehensive cultural quality and their ability to adapt to various jobs in the future.

English as a world opener in Chinese universities: fostering interculturally aware communities of learners in the English reading classroom

ABSTRACT This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire’s critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens.

Preface: Shakespeare and Milton

Preface: Shakespeare and Milton

Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes

This quasi-experimental study explored the feasibility of the augmented reality game-supported flipped classrooms for English for Medical Purposes reading among 464 students from the Isfahan University of Medical Sciences in two phases. In the quantitative phase, the participants watched the pre-recorded lectures on English for Medical Purposes reading and took part in the assessment. Then, they gathered in small teams to practice reading through the Commercial-Off-The-Shelf or self-made augmented reality games under the surveillance of the teachers. In the qualitative phase, focus-group interviews were conducted to debrief students’ perceptions of English for Medical Purposes reading in the augmented reality game-supported flipped classrooms. Repeated measures ANCOVA and ANCOVA were used to analyze the quantitative data. The qualitative data were analyzed through thematic analysis. The finding showed that learning English for Medical Purposes in the self-made-augmented reality game-supported flipped classrooms resulted in better reading in academia and the field than learning in the Commercial-Off-The-Shelf augmented reality game-supported flipped classrooms. In these classrooms, students who practiced reading in the heterogeneous small teams made more significant progress; they outperformed those in the small homogeneous teams. The participants highlighted their positive perceptions of hands-on learning for streamlining the self-made augmented reality games in flipped classrooms. The results are discussed in detail.

Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives

Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders

Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension

The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.

SCHOOL LITERACY MOVEMENT TROUGH THE CLASSROOM READING CORNER AT INPRES ELEMENTARY SCHOOL TOMBOLO, TOMBOLOPAO DISTRICT, GOWA REGENCY

This study aimed to determine the implementation of the School Literacy Movement at the habituation stage, the development stage, and the learning stage through the classroom reading corner at Inpres Elementary school Tombolo, the supporting and inhibiting factors for the use of the classroom reading corner in the implementation of the School Literacy Movement at Inpres elementary School Tombolo. This research was a qualitative research. The study was conducted at Inpres elemtary School Tombolo, Tombolopao District, Gowa Regency. There were 12 informans in this study consisting of the principal, 5 class teachers, 1 librarian, 5 student representatives from each grade level. Data were collected through direch observasition at the Education Unit, in-depth interviews with informants, and documentation of activitees as well as administrative completeness of the implementation of the School Literacy Movement.The results showed that the implementation of the School Literacy Movement at Inpres Elemtary School Tombolo, had been carried out well starting from the Habituation Stage, Development State, and Learning State by utilizing the classroom reading corner, in general, two reading strategies are used, namely silent and loud. The implementation of the School Literacy Movement continues in several classes during the learning period from home deu to the C.19 pandemic by utilizing digital platforms. Sources of reading materials only use the classroom reading corner and school library in the implementation of the School Literacy Movement.

An Investigation of Reading Anxiety among Vietnamese English Major Students

Understanding EFL students' anxiety when performing a reading task has gained much attention in recent research. In Vietnam, not much research focuses on the anxiety level of English-major students. This study aims at measuring linguistics students' reading anxiety levels using the English as a Foreign Language Reading Anxiety Inventory (EFLRAI) (Zoghi & Alivandivafa, 2014). A total of 72 linguistics students from two Reading classes at the International University, VNU-HCMC, took part in this study. A follow-up interview was carried out with the students to further investigate the factors, including top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. Quantitatively, the findings revealed that the majority of students experienced low to moderate levels of reading anxiety. Most students reported that their reading background knowledge and reading ability, namely the top-down factors, accounted the most for their negative emotions while performing the task. Importantly, some solutions related to teaching strategies were recommended by students for a better learning environment.

Analysis of Students' Difficulties in Determining Intrinsic Elements in Fairy Stories in Grade 3 Elementary School

This study uses a quantitative descriptive. Data collection was carried out using a test which contained descriptions of students and the results of interview with one of the class 3B homeroom teacher. From the analysis carried out by the researcher, it was shown that from 18 students, most of them had the abilities that were considered good, 4 students with a percentage of 22.22% in the sufficient category and 14 students with a percentage of 77.77% in the good category. Therefore, the overall average score of students in identifying intrinsic elements in fairy tales is 92,75. Basic competence 3.8 Contains about explaining the moral message of fairy tales that are told orally, graphically, or in writing for the purpose of entertainment. And basic competence 4.8 Contains about applying the message in fairy tales as a means of self-expression while using clear phrases and general vocabulary on theme 2 sub-theme 1 in class 3B Minu Sukodono Gresik is in the good category. However, there are factors that can affect students' difficulties in identifying intrinsic elements in fairy tales, including a lack of interest in reading, class conditions that are not conducive, students' memory is low, and students' concentration in reading is less than optimal. In addition, to make it easier for students to analyze intrinsic elements, teacher motivate students in reading books, for example by decorating and making classroom reading corners, using various interesting teaching strategies or media in delivering learning materials especially in listening activity to help students understand the elements that exist in fairy tales.