English Reading Research Articles

Emerging Readers: Systematic Exploration of Effective English Reading Strategies for Preschoolers

This study reviews methods for improving preschoolers' phonological awareness and English reading abilities from 2013 to 2023 using the PRISMA protocol. Analysing 22 articles, it identifies 11 strategies for reading development and 5 for phonological awareness. An interactive reading model is introduced, providing a unified framework to support early childhood educators in enhancing literacy skills in young learners.

Farmers’ Compliance with the Recommended Doses of Pesticides on Watermelon in Yobe State, Nigeria

The study investigated farmers’ compliance with the recommended doses of pesticides on watermelon in Yobe State, Nigeria. A multi-stage sampling procedure was adopted to select one hundred and seventy-three (173) respondents for the study. Primary data were collected using a structured questionnaire. Data were collected on socio-economic characteristics, training in pesticide application, awareness of hazards associated with pesticides, access to information on hazards associated with pesticides and compliance with recommended doses of pesticides. The results revealed that the mean age of the respondents was 43.19, 97.7% were married 73.4% did not have English language reading ability. Training in application of pesticides (0.18), awareness of hazards associated with pesticides (0.28) and access to information (0.43) were low. Most (91.9%) respondents did not comply with the recommended doses of pesticides. Awareness of hazards (B= 2.74, p = 0.01) and access to information (B= 1.45, p = 0.08) significantly influenced compliance with the recommended doses of pesticides. Stakeholders in the agriculture and food sectors should plan and implement schemes to train, inform and boost awareness of the farmers on hazards associated with pesticides to motivate compliance with recommended doses of pesticides, produce safe watermelon and sustain a healthy environment.

An Application Research on continuation Writing in English College Entrance Examination from the Perspective of POA

This paper explores the application of high school English writing mode based on the theory of production-oriented approach (POA). It mainly introduces the theory and steps of the POA, and application of the high school English reading, in order to cultivate the learners' thinking mode and the ability of comprehensive language use. Through the in-depth analysis of the January 2021 Zhejiang College Entrance Examination English reading and writing test questions, this paper analyzes the practical significance of writing in high school English teaching by combining the theory of POA and specific teaching practice, with a view to improving the efficiency of the continuation writing classroom and enhancing the students' ability to learn and use.

The Attitude toward Teacher Digital Media in English Language Teaching

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.

Two sides of the same coin? Cross-linguistic sentiment comparison and thematic discovery of reader’s reception of Wolf Totem

Abstract Despite growing attention to the global dissemination of cross-cultural literature, rigorous research on cross-linguistic sentiment analysis remains limited, especially for works like Wolf Totem, which hold both worldwide reach and cultural depth. This study conducted a cross-language sentiment and thematic analysis of online book reviews by Chinese and English readers, utilizing advanced linguistic techniques such as BERT, MAXQDA, and ProtAnt. The analysis reveals that Chinese readers are more critical of the themes “Ethnicity and Culture”, “Society and Politics”, and “Wolf and Wolf Nature”, while English readers respond more positively to “Historical Context and Background”, “Plot and Theme”, and “Emotional Response and Reading Experience”. This study not only highlights these emotional variations but also provides robust methodological insights for cross-linguistic sentiment analysis, showcasing the integration of quantitative and qualitative approaches and enhancing understanding of how cultural identity shapes reader engagement.

Understanding English learners’ experiences of their teacher’s self-directed navigation of education policies

ABSTRACT This study reports on students’ experiences of their instructor’s self-directed enactment of education policies. Informed by a qualitative study approach, the study drew on diverse data sources related to an English reading class and an English writing class taught by the same instructor at a Chinese university. The data sources included interviews with students, students’ reflections, and field notes on students’ learning activities. The qualitative analysis of the data showed that when their instructor was continually overcoming the constraints of the local institution and making self-directed efforts in line with national policies during his teaching, the students, on the whole, gained positive experiences through the in-class teaching and their own learning. However, they seemed to focus their attention primarily on the actual teaching and learning rather than caring about the policy and the strategies employed to enact it, and their experiences were sensitive to diverse factors. The study sheds light on the students’ positive yet complex experiences when they were exposed to the instructor’s self-directed attempts to bridge the gap between education policy and teaching in a local context.

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

A Corpus-Based Evaluation of English Readers’ Aesthetic Reception of the Shandong-English Translation in Red Sorghum

In the context of world literature, target readers’ aesthetic reception of literary works has shifted from single culture to multiple cultures and has become a crucial factor in social-cultural communication. Shandong dialect, previously misidentified as vulgar expressions in literary research, has proved to have specific aesthetic values as explored in this research. This paper aims to analyse reasons for aesthetic criticism and find solutions to enhance the aesthetic acceptability of Shandong-English translation in Red Sorghum among English readers. Data were collected from different channels, including scholarly critiques, book reviews, blog posts by literary critics, and online forums. A corpus-based methodology is utilized to examine the aesthetic acceptability and reasons for aesthetic criticism by employing a re-framed aesthetic reception theory. Results showed greater frequency of aesthetic acceptance in book reviews than in online forums and blog posts by literary critics, with 53.7 per cent aesthetic acceptance versus 39.7 per cent aesthetic criticism from a total 529 sample data, excluding 6.6 per cent neutrality. Furthermore, book reviews showed a greater tendency towards aesthetic acceptance (64.3%) than online forums (51.5%) and blog posts by literary critics (33.3%). Lastly, the reasons for aesthetic criticism were mainly demonstrated in cultural disparity and defamiliarization of Shandong dialectal expression. The paper concludes by underscoring the significance of shifting from a text-oriented tendency to readers’ expectancy, initiative interaction, and social consciousness in the interaction with literary works. The study contributes reconstructed theory and practical insights for translators to balance the original cultural references and acceptability among English readers.

English Reading and Writing Abilities Among Chinese University Students

In this study, a mixed research methodology will be used to assess the relationship between Chinese university students English reading and writing ability. The total number of participants in the study was 2900 from the three selected universities with a sample size of 340 based on the Raosoft calculator. These three universities are representative of the three regions of China and are all high performing schools, and the results of the study can be used as a framework to augment the need for improvement in some of the other schools in China. Results showed that most of the respondents are female sophomores majoring in Education.Most respondents believe that The impact of reading methods on learning outcomes and student interests and Innovation in understanding articles while reading are very important in terms of English reading ability in Innovation in understanding articles while reading. Most respondents believe that in terms of writing ability, The Behavior of Participating in English Writing has the greatest impact. When grouped by Sex, there are significant differences content. There is a significant relationship between English reading and writing ability. A proposed program to enhance Chinese university students English reading and writing abilities.

The Harkness Method in Teaching English Reading Skills

The Harkness Method in Teaching English Reading Skills

“I could learn more words”: Involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment

There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper focuses on identifying and operationalising L2 English reading constructs in such a novel assessment framework. We will argue that constructs in this assessment framework should include a view of how they develop and, ultimately, actions that should be taken to guide this development. Focusing on the data from teachers (n=43) and learners (n=725) but also Matriculation Examination item writers and raters (censors; n=22), we propose a procedure for defining and operationalising assessed constructs that combines their theoretical understanding and conceptions, understandings, and actions by these stakeholders. We discuss these data with reference to how constructs and their development are understood in the two assessment frameworks.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0799/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Developing Independent English Reading in Japanese Elementary Schools: An Action Research Approach

Developing Independent English Reading in Japanese Elementary Schools: An Action Research Approach

Students’ Perception of Webtoon as a Self-Directed Learning Medium for Reading Skill

This research aims to describe Students' Perception of Webtoon as a Self-Directed Learning Medium for Reading Skills. Further investigation into this issue was required because Webtoon is considered a medium that enhances students' reading skills. This research uses mixed methods, with questionnaires as the main instrument and interviews as support. The object of this research was Webtoon for English learning medium. Through 16 questionnaire items distributed to 48 students, the research found a mean of 76% from 4 indicators: English learning motivation, students’ reading interest, self-directed learning medium, and students' reading skills. This research found that students believe Webtoon could enhance their English learning motivation and reading interest. Furthermore, students believe that the efficacy and accessibility of Webtoon make it an appropriate medium for learning English independently. Although students encounter certain challenges, it does not reduce the value of Webtoon as a medium for learning English because they feel a positive influence on their reading skills. As a result, students believe Webtoon was not only a fun activity but could also serve as a suitable medium for learning English.

Personality Feedback With Tailored Self-Care Recommendations Improves Self-Efficacy for Cancer Management: A Randomized Controlled Trial.

To test whether a personality feedback intervention improves three domains of cancer self-management: self-awareness, self-efficacy, and positive affect. From 11/2020-02/2021, 372 adults diagnosed with cancer participated in a randomized controlled trial (RCT) of an intervention that entailed reading a brief personality-related excerpt during an online survey. Eligibility included self-reported age ≥ 18years, current or past cancer diagnosis, and ability to read English. The survey included a baseline assessment with a personality questionnaire, then randomized participants to one of two groups. The intervention group (n=184) received a personality feedback report with tailored self-care tips, whereas the control group (n=188) received a generic reading on personality theory. At the end of the survey, participants completed outcome measures of self-awareness (primary), self-efficacy for illness management, and positive affect. General linear models tested between-group differences in changes from baseline to post-test on each outcome. There was no intervention effect on self-awareness (primary outcome) or positive affect. However, compared to controls, intervention participants experienced a greater increase in self-efficacy for illness management (d=0.33, p=0.002), including in 2 of 3 constituent domains: self-efficacy for managing symptoms (d=0.36, p<0.001) and self-efficacy for managing treatments/medication (d=0.22, p=0.035). Despite the primary outcome's null results, this was the first RCT of a personality feedback intervention to show improvements in self-efficacy for managing chronic illness. Given the important role of self-efficacy in self-management, the intervention has implications for other cancer outcomes. Follow-up studies on longer-term outcomes such as health behaviors and quality of life should be explored. NCT04625439.

Enhancing Indonesian EFL Students’ Reading Comprehension of Report Texts through KWL Strategy with Multimedia: A Classroom Action Research

The significance of reading is undeniable in the English learning process. Thus, students need to be equipped with reading strategies to help them develop their English language. This study sought to improve students’ reading comprehension and attitude through the use of know-want-learn (KWL) strategy in conjunction with multimedia. Classroom Action Research was employed involving 28 students in the ninth grade. Several instruments were utilized, i.e., reading comprehension tests, interview, observation checklist, and field notes. The mean scores of the reading tests increased from baseline (53) to cycle 2 (80.54) indicating that the result had achieved the criteria of success. It could be inferred that implementing KWL strategy with multimedia in the pre-reading stage enhanced students’ reading comprehension. Two factors affecting the students’ reading comprehension were identified, i.e., the teacher’s participation and topic familiarity. The strategy was also found to foster students’ participation and provide students with a concise framework to develop their English reading skills. This study therefore has contributed to the existing literature of English reading strategy and offered meaningful pedagogical implications for English teachers to harness the strategy incorporated with the use of current media such as pictures and videos to teach English reading.

A Study on the Relationship between Field Cognitive Style and English Reading Strategy Choice

In recent years, China has accelerated its internationalization process and made more and more achievements in cross-border exchanges and cooperation. Learning English is essential for the current generation of college students. English reading is an important means to acquire English language knowledge, understand external information, and improve English language practice skills. Since the 70s of the 20th centuries, many scholars at home and abroad have been conducting a lot of research on the correlation between reading strategies and cognitive styles, but most of them are descriptive analysis, and there are few empirical studies. In this study, 324 first-year students majoring in science and engineering of Beijing Institute of Petrochemical Technology were selected by random sampling method, and the questionnaires of mosaic pattern test (Chinese version) and reading strategies were conducted, and data processing was carried out by SPSS 26.0, and descriptive statistics, independent samples t-test and Pearson correlation analysis were performed. The results show that there are significant differences in the use of reading strategies among field-independent and field-dependent science and engineering freshmen. Among them, field-independent individuals are more inclined to choose metacognitive strategies, and field-dependent individuals are more inclined to choose social/emotional strategies. Teachers should give full consideration to the characteristics of students&amp;#39; cognitive styles in English teaching, scientifically adjust the design of activities, the selection of teaching materials and teaching methods, and provide diversified guidance to help students correctly understand themselves and improve their learning efficiency. Due to the limitation of time and sample size, there are still many shortcomings in this study, but to a certain extent, it reflects the current situation of science and engineering English learners in China, and provides empirical data support for teachers&amp;#39; &amp;quot;teaching&amp;quot; and students&amp;#39; &amp;quot;learning&amp;quot;.

A narrative inquiry of an undergraduate student in TEFL in developing her identity as an engaged reader

PurposeThis retrospective narrative inquiry explored an undergraduate student’s lived experience in negotiating her identity as an engaged reader of English as a foreign language.Design/methodology/approachNarrative inquiry was employed to gain a deeper and better understanding of the participant’s engagement in reading courses. Olif (pseudonym, female) was recruited due to her significant learning achievements and willingness to share her experiences. To collect the data, we conducted several online interviews with her. To triangulate our findings, we also asked her to share her learning artifacts from the reading courses.FindingsThe thematic analysis revealed two major findings. First, her reading engagement is driven by both personal and academic motivation. Furthermore, her involvement in collaborative reading tasks fosters a deeper comprehension of texts and enhances creativity.Research limitations/implicationsThe study has two major limitations. First, it interviewed only one student and was conducted over a relatively short period. Second, it examined the participant’s experience across three different reading courses, which potentially lacks deeper insights into how each course uniquely contributes to learning engagement.Originality/valueThe study concludes that promoting personalized and collaborative reading tasks enables undergraduate students to develop their identity as engaged readers. Despite focusing on a single participant, this study offers a unique perspective on how the participant’s voice can potentially impact teachers’ pedagogical design in reading classrooms.

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

Integration of Curriculum Ideological and Political Education into Teaching English Reading in China

Integration of Curriculum Ideological and Political Education into Teaching English Reading in China