Reading Comprehension Lessons Research Articles

Reading Comprehension Activities in the Ugandan English as a Foreign Language Classroom

The study examines the reading comprehension activities in the Ugandan English as a Foreign Language (EFL) classroom. It particularly analyses the activities that the learners of EFL participate in as part of their reading comprehension lessons. The study focusses on EFL learners from countries such as Congo, Eritrea, South Sudan, and Ethiopia, among others studying in Ugandan adult language schools. The specific objectives of the study were to identify the reading comprehension activities in the Ugandan EFL classroom and to establish the learners’ response to the reading comprehension activities used in the EFL class. Drawing on the transactional theory, the study analyses the reading comprehension activities and the learners’ response to them. The findings indicate that the most profound activities in the classes were pre-reading activities. In their order of frequency, pre-reading activities were the most profound in the classes observed, followed by while-reading and the post-reading activities, which were the least used. In the classes where reading activities were used, they excited the majority of the EFL learners and they paid attention to the lesson. The learners’ response to the activities was diverse with the majority expressing interest in the activities as others chose not to participate at all. The study recommends the use of more reading comprehension activities especially at the while- and post-reading comprehension stages of the lessons which were lacking in most of the classes observed. It further recommends involving the learners and putting into consideration their views during the identification and selection of reading comprehension activities to ensure their maximum participation in the reading comprehension activities

The Effect of Peer Interaction Enhancement on Sixth-Grade Jordanian EFL Students’ Reading Comprehension and Grammatical Knowledge

This study explored the impact of peer interaction enhancement on sixth-grade Jordanian EFL students' reading comprehension and grammatical knowledge. Sixty female EFL students from two Al Mowaqqer schools were divided randomly into an experimental group and a control group. It employed a quasi-experimental design, over a ten-week duration, one experimental group underwent a peer interaction enhancement intervention, while the other group served as the control group, adhering to conventional teaching methods as outlined in the instructions of Action Pack 6 Teachers' Book. The experimental group used a structured approach involving peer interaction techniques for reading comprehension lessons and grammatical structures. The study utilized two pre-post tests on reading comprehension and grammatical knowledge for data collection Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The study revealed that peer interaction enhancement improves students' reading comprehension and grammatical knowledge through communicative activities and corrective feedback.

Towards a Systematic Inclusion of Translation-based Exercises in Beginners’ L2 Reading Comprehension Classes

A possible judicious use of L1 in EFL teaching has recently been approved on the grounds that students’ first language cannot be totally banned for it can still provide help in FL teaching and learning. However, little has been suggested as to how to reinvest L1 in a reasonable pedagogical manner which guarantees students’ exposure to the target language and benefits the learning process. In this paper, a methodological model, wherein a limited number of short L1-related exercises are mixed with common comprehension activities in L2-reading comprehension classes of beginners, is proposed. To examine the effectiveness of this systematic strategy, 63 beginners of FL learning in middle schools were exposed to translation-related exercises in the three phases of the reading comprehension lesson. To gather data, 13 classes of qualitative observation were carried out in which a checklist was used. Then, the collected data was analyzed thematically. Results showed that including translation-related exercises in L2 reading classes in a controlled systematic manner was a source of motivation, increased self-confidence and performance improvement for beginners.

Analysis of Instructional Strategies Teachers use to Teach Reading Comprehension to Grade 3 Learners in Selected Primary Schools of Solwezi District

The study investigated instructional strategies teachers use to teach reading comprehension to grade 3 learners in the target language as they transitioned from learning in the local language. The main objective was to instructional strategies teachers used to teach reading comprehension to grade 3 learners in the target language in the primary schools of Solwezi district. A qualitative approach was used and a descriptive phenomenological research design was adopted. The sample included 5 primary schools, 8 senior teachers and 13 teachers. Data was collected using structured interview guides, classroom observation guides and document review checklists. Data was analysed thematically. The study found that teachers used strategies such as group work, pair work read and aloud and whole class to teach literacy in English. The study also found that teachers lacked understanding of how to use the instructional strategies to teach reading comprehension in grade 3 as they transitioned into learning English. The study further found that the use of systematic explicit instruction, making connections with text, teaching words in isolation, in context, graphic organisers, visual evidence, peer-assisted, translanguaging, text structure, summarising important points, scaffolding, visualizing, predicting, sandwiching, and read aloud were effective instructional strategies to teaching reading comprehension in English. The study recommended that school administrators should enhance capacity building for the teachers, as a continuous process, in all primary schools so that teachers have the competencies to handle reading comprehension lessons.

The Effect of Using the Flipped Learning Strategy on Developing Primary Stage Fourth Graders' English Comprehension Skills in Kuwait

This paper focuses on investigating the flipped learning strategy’s effect on developing reading comprehension skills in English among 4thgrade primary pupils in the Kuwaiti capital schools. To achieve the study’s objective, the researcher redesigned 9 reading comprehension lessons from the 4th grade EFL textbook. The researcher used the quasi-experimental approach with an experimental and a control group to measure the effect of the flipped learning strategy on pupils’ achievement in English reading comprehension. To calculate the effect, a post-achievement test was used, and the study sample was intentionally selected. This is consisted of 50 male and female pupils from the basic stage. The data were analyzed statistically, and the results revealed statistically significant differences in favor of the experimental group. Based on the obtained results, the researcher recommended applying the flipped learning strategy in teaching English and related subjects in primary schools in Kuwait and holding training courses for English language teachers to design lessons that align with flipped learning. Further research can address the effect of AI tools in improving reading comprehension.

The Effect of Summarization Strategy on Reading Comprehension through Summary Writing Ability

This study was conducted to investigate the role of summarizing ability as mediator of the effect of summarization strategy on reading comprehension. The study employed a quasi-experimental pre-test and post-test control group design. It was carried out at Azezo Tseda kifleketema Atse Fasil Elementary School. Intact classes of 7th1 (n=54) and 7th2 (n=55) students participated as experimental and control groups, respectively. Students in the treatment and controle groups completed eight reading comprehension lessons using the summarization strategy and the conventional strategy respectively. From them, pre- and post-intervention data were obtained through tests. The data were analyzed through covariate-based structural equation modeling (CB-SEM) using SPSS AMOS v.20. Pretest datawere covariated and controlled. The statistical model showed that summarization strategy has a significant positive direct effect (β = 2.410, CR = 3.948, p< .005) on summarizing ability; on the other hand, summarizing ability has no significant direct effect (β =.178, CR = 1.460, p =.108) on reading comprehension. The strategy also has no significant indirect effect on reading comprehension through summarizing ability (β =.430, p =.109). Therefore, summarizing ability has no mediation role in the relationship between summarization strategy and reading comprehension. Based on the findings, pedagogical and research implications and suggestions were discussed and indicated.

Pengembangan Reading Comprehension Siswa Melalui Media Pembelajaran Aplikasi Quizizz Di MA Nurul Huda Sukaraja

This Community Service aims to provide learning media training using the Quizizz application on reading comprehension. Reading comprehension lessons are often a problem in English subjects, because in addition to having to read the text students also have to understand the reading text. To make it easier for students to understand the content contained in the reading text easily, Media is needed so that they have a high enthusiasm for learning in doing and understanding the English lesson questions. The subjects in this service are class XI science students totaling 18 students. This service implementation activity uses the audience center method, namely by providing interactive training and mentoring. The implementation of training on the use of the Quizizz application is designed in several stages, namely: planning, implementation, follow-up, and evaluation. The result obtained from this service activity is that students can use the Quizizz application as a learning medium in reading comprehension material.

Acceptance and Attitude Towards Quizziz Usage in Reading Comprehension Lessons Among ESL Secondary Students

The traditional methods of teaching without any usage of technology are no longer able to attract students’ attention specifically during the reading lesson in the ESL classroom. This is related to the characteristics of the current students that are the generations which preferred the usage of technology during the lesson. Thus, 21st-century teaching and learning should be applied in the ESL classroom. However, teachers still need to investigate and acknowledged which technology used in the lesson is accepted or rejected by the students. This is necessary as students’ perceptions based on its perceived use and perceived usefulness determine the utilization of the technology used in the lesson. Hence, this study aims to find out the secondary students’ acceptance and attitude toward Quizziz usage in reading comprehension lessons. The objectives of this study were to examine the students’ level of acceptance in learning reading comprehension lessons through the usage of Quizziz and to identify the students’ attitudes regarding the use of Quizziz in reading comprehension lessons. This research is a quantitative study using a Likert scale questionnaire involving 30 secondary students as respondents in Cheras, Kuala Lumpur. The findings of this study suggested that Quizziz usage is easy to use and helpful for secondary students in learning reading comprehension lessons.

Analisis Kemampuan Membaca Pemahaman Menggunakan Model Cooperative Integrated Reading and Composition (CIRC) (Penelitian pada Peserta Didik Kelas 2 SD Negeri Wonomulyo Wonogiri)

The purpose of the study was to describe the planning, implementation and ability to read comprehension as well as the obstacles to learning reading comprehension through the Cooperative Integrated Reading And Composition (CIRC) method in online learning of class 2 students at SD Negeri Wonomulyo and the teacher's solutions for overcoming these obstacles. This research is a qualitative research. This type of descriptive qualitative research used in the form of research with case studies (case study). The population in this study were all 22 (twenty two) grade 2 students at SD Negeri Wonomulyo Wonogiri. Data collection techniques with observation, interviews and documentation. Data analysis techniques with qualitative descriptions. The results showed that the initial step taken by the teacher in preparing a reading comprehension lesson plan was to determine the identification of learning materials, followed by developing a lesson plan. Planning learning to read comprehension using the CIRC method with the consideration that the CIRC method students will obtain information repeatedly through reading, responding, and presenting activities. The implementation of learning to read comprehension through the CIRC method is carried out in two ways, namely through online and limited face-to-face. Learning reading comprehension activities using the CIRC method are carried out in 6 (six) stages, namely the preliminary stage (orientation), the organizational stage, the core stage of introducing concepts, exploration and application stages, publication stages, and closing stages, strengthening, and reflection. The ability to read comprehension can be assessed from several abilities, namely: capturing the contents of the reading, summarizing the reading, answering questions based on the content of the reading, retelling the contents of the reading. The results of daily tests show that by using the CIRC method most students can achieve learning mastery. The high learning outcomes of reading comprehension are caused by using CIRC, students obtain information repeatedly. The obstacles to learning reading comprehension in grade 2 SDS Negeri Wonomulyo through the CIRC method are learning environment factors, student intellectual factors, and psychological and physiological factors

Translanguaging: Teachers and Pupils’ Challenges in ESL Reading Comprehension Lessons in Chinese Vernacular Primary School

This study was carried out to elicit the challenges faced by both teachers and pupils while translanguaging in ESL reading comprehension lessons. Adopting a mixed-method approach, data from this study were garnered from semi-structured interviews, classroom observations and questionnaires with ESL teachers and upper-level primary school pupils who are currently teaching or studying at Chinese vernacular schools in Malaysia. Descriptive analysis was used to analyze the data obtained from the questionnaires while the interviews and classroom observations were audio and video recorded and transcribed. Five challenges faced by the teachers when translanguaging is integrated in reading comprehension lessons were highlighted, which are students’ high dependency on translanguaging, time-consuming, lack of formal policy on the appropriateness of adopting translanguaging. Besides that, demotivation of students’ learning may occur when translanguaging was overused by teachers and some high proficiency students unexpectedly do not show appreciation on the use of the first language in ESL classroom. Keywords: translanguaging; translanguage; ESL; vernacular school

YABANCI DİL ÖĞRENİM SÜREÇLERİNDE BASİTLEŞTİRİLMİŞ ALMANCA SESLİ KİTAPLARIN ETKİNLİĞİNE İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ

This study aims to show the effects of the audiobook forms of linguistically simplified literary works, a new media product, on foreign language learning processes from different perspectives since new media are taking place in current teaching theories and design of foreign language teaching. In the study, applied experimental research was carried out within the framework of linguistically simplified audiobooks. The research was designed with the participation of fifty-four students within the scope of the reading comprehension course. The aim is to clarify the advantages and disadvantages of audiobooks in foreign language acquisition and the development of foreign language skills. In addition to this, an answer is sought to the question of whether audiobooks are effective in enriching the course content, increasing reading motivation, and acquiring different strategies in language learning. Based on the research results for these questions, it was determined that the students abstained from them in the first survey because they did not have full knowledge of audiobooks. Therefore, more participants in the second survey compared to the first survey preferred audiobooks instead of printed books as additional material to improve their language skills, increase motivation for reading, and improve reading techniques and strategies. In addition, the multimedia feature of audiobooks helps to increase concentration during reading. Considering the participants' desire for alternative information transfer tools and the materials they use to appeal to many senses, it can be interpreted that their hesitations about new media products stem from ignorance. Based on the research results, it is thought that it would be beneficial to use audiobooks as auxiliary material in developing various language skills in learning a foreign language in the classroom reading comprehension lesson.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p < 0.05) and that English test readability has substantial effect on reading comprehension.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p < 0.05) and that English test readability has substantial effect on reading comprehension.

Learning Reading Comprehension Via ClassDojo: An Exploration of Jordanian EFL Students ’Attitudes

The present study explored the Jordanian English as a Foreign Language (EFL) students’ attitudes toward learning reading comprehension lessons via ClassDojo. The participants of the study consisted of thirty-five male students from grade six. They were from one intact section who were chosen purposefully from a school in Jordan. They learnt lessons of reading comprehension via the ClassDojo application for only eight weeks. To gather the data, a questionnaire with (16) items was built by the researcher. Findings revealed that the sixth-grade students’ attitudes were positive toward learning reading comprehension lessons via ClassDojo.

What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students’ reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers’ evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N = 80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N = 29) and lesson observations (N = 11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook’s content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum.

Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

The Applicability of CALL in Teaching EFL Based on Sudanese Universities Teachers’ Attitudes

This research article tackles “the applicability of CALL in teaching EFL based on Sudanese EFL teachers’ attitudes”. The researchers utilized quantitative and experimental methods using two data gathering tools for the study in question: The first is the questionnaire is administered to (50) different EFL Sudanese universities and colleges teachers, andsecond one is pre and post-tests given to an experimental group consisting of (30) students of English in the second year selected from the Department of English in the Faculty Education at the University of Kassala; they were taught reading comprehension lessons through the use of computers. The data obtained from the questionnaire and the two have been computationally processed with the SPSS program to check the truth hypotheses, to reflect the Sudanese EFL teachers’ perceptions towards the integration CALL in teaching EFL and to see to what an extent there is a significant impact integration of CALL on the students’ performance. Finally, Sudanese EFL teachers through this study recommend strongly the ultimate integration of CALL in teaching EFL.

Integrating SARA Assessment with Reading Comprehension Training in AutoTutor

Facing the demands of the pandemic and distance learning, English learners require educational technologies that are accessible, engaging, and effective. Meeting these demands requires educational technology developers to consider learners’ sociocultural contexts. Learning theories can be applied to meet individuals’ needs to optimize chances for participation, engagement, and learning gains. This article describes two Internet-based digital technologies that target struggling adult readers who need to improve their comprehension skills: SARA (Study Aid and Reading Assessment) and AutoTutor for Adult Reading Comprehension. The SARA assessment provides a diagnostic profile for individuals’ reading strengths and weaknesses. This profile can be used to guide the selection of reading comprehension lessons in AutoTutor-ARC, a digital technology that both adapts to learners’ performances and engages them in an immersive learning experience using a three-way conversation with computer agents acting as a tutor and a peer to discuss texts. We discuss how these technologies can be integrated into educational settings to improve engagement and learning.

Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders

Intertextual understanding is a complex cognitive process that involves linguistic and cognitive skills together with the application of appropriate learning strategies, in order to understand the implicit meaning of the text. To foster intertextual skills among the learner as a habit of thinking, the present study made use of meta-cognitive learning strategies, due to their pedagogical benefits demonstrated in previous studies. Based on experimental research, the aim of the study was to examine to what extent the use of meta-cognitive learning strategies (as opposed to traditional methods) will lead to improved intertextual skills among tenth graders, and how it affects the understanding of intertextual texts. An intervention group (n=27) and a control group (n=27) from the same school were instructed during twelve weeks: the intervention group was taught using meta-cognitive strategies, while the control group was taught using classic ones. The findings indicated a significant improvement in the general score of reading comprehension in the intervention group, that involved three of four intertextual skills. The study recommends the usage of meta-cognitive instruction strategies in reading comprehension lessons.

Students’ Perception on Learning Reading Comprehension Through Google Meet in English Development Class

The Corona Virus Disease 2019 (COVID-19) pandemic is a global problem that has an impact throughout the world, one of which is Indonesia. This is in line with the English Development Class 29 at IAIN Purwokerto which applies the Google Meet application in reading comprehension lessons. The aim of this research is to investigate students’ perception of using Google Meet in reading comprehension class. The method of this research used is a collaboration between quantitative and qualitative. The researchers used interview 4 students as a sample via chat Whatsapp and survey applied respondents answer sheets of any statement submitted via Google Form. The results are Google Meet is an online learning media that is easily accessible by students and students are greatly helped by the existence of Google Meet during the online learning. Some of students (8,9%) strongly agree, most students (80%) agree that the used of Google Meet caused material understanding easier and some students are disagree (11,1%) because of some obstacles they have. The conclusion of this research is students perception in the use of the Google Meet especially in learning reading comprehension proved to be effective.