English Reading Proficiency Research Articles

A decade of English academic reading research: A bibliometric analysis

This paper addresses a gap in the literature by conducting a bibliometric analysis of research on "English academic reading." The study aims to classify English academic reading articles, identify research trends, and explore popular and emerging topics in the field. To achieve these objectives, relevant articles were located using Publish or Perish software and assessed for quality using the Scimago Journal Rank (SJR). A total of 36 articles from 33 reputable journals, published between 2013 and 2023, were analyzed. Mendeley software managed references, while VOSviewer software classified the articles into six distinct research clusters. The most frequent keywords identified were ‘academic achievement,’ ‘academic reading,’ ‘students,’ ‘development,’ ‘English,’ and ‘case study.’ The analysis also revealed underexplored areas for future research, such as ‘academic performance,’ ‘English reading proficiency,’ and ‘extensive reading,’ among others. This study provides a comprehensive overview of the current research landscape on English academic reading. The findings highlight areas that have been extensively studied and suggest significant opportunities for further exploration. Researchers and educators can use these insights to develop more effective strategies to enhance English academic reading proficiency among students.

Print Rich Classroom: An Exposure to Learn English Language Reading Proficiency

The aim of this study was to investigate the effect of print rich classroom on English language reading proficiency of fourth grade. The study utilized a randomized pretest-posttest control group design, drawn from true experimental research methods, was employed. A sample of forty fourth-grade students was randomly selected from a private school in Aroop, Gujranwala. Forty students were chosen and divided into two groups: twenty were randomly assigned to the control group and twenty to the experimental group. The control group was taught using traditional teaching methods, while the experimental group received instruction through a print-rich method. Lesson plans incorporating the print-rich method were specifically designed by the researcher for the experimental group. The control group continued with the traditional teaching method for one month. An English Language Reading Proficiency (ELRP) test was developed by the researcher to assess reading skills. The test's validity was confirmed using quantitative methods and expert opinion. Data were collected from both groups, with pre-tests and post-tests administered. The results showed that students taught using the print-rich method confirmed greater improvement in reading proficiency compared to those taught using traditional methods. The study's review clearly indicated, in light of other researchers' earlier research investigations, that this study is beneficial for English language learners that print rich classroom offers a variety of chances for students to advance their English language reading abilities both within and outside of the classroom.

Assessment Tool of Portfolios: Enhancing Primary School Students' English Reading Proficiency

This study aims to explore the use of portfolios as an assessment tool to enhance primary school students' English reading proficiency. Portfolio assessment offers a more comprehensive and continuous approach compared to traditional assessment methods, which tend to measure students' abilities at a single point in time. By using portfolios, teachers can collect various types of student work that demonstrate their progress and understanding in reading, such as book summaries, text analyses, and personal reflections. This research employs a qualitative method. Data is collected through classroom observations, interviews with teachers, and analysis of students' portfolio documents. The findings indicate that using portfolios as an assessment tool provides several significant benefits. First, portfolios allow for a more holistic evaluation of students' reading abilities, encompassing various aspects such as text comprehension, critical analysis, and reflective skills. Second, portfolios offer students the opportunity to see and recognize their own progress, which can boost their motivation and confidence in learning. Overall, this study concludes that portfolios are an effective assessment tool for enhancing primary school students' reading proficiency in English. The use of portfolios not only aids in more comprehensive assessment but also supports deeper and more sustained development of reading skills. Therefore, it is recommended that schools and educators consider integrating portfolios into their English teaching curriculum.

Genre-Based Instruction of English Reading in a Polytechnic University

The goal of genre-based instruction is to prepare students for success by continuously developing their English reading proficiency and expertise, allowing them to excel at a higher level. Genre-Based instruction "GBI" refers to teaching language based on the results of genre analysis in written and spoken form. This study examined the application of genre-based instruction in reading and comprehension classes in polytechnic universities in China. A mixed approach was adopted to fulfil the aim of this study, including different data collection approaches, such as questionnaires, quizzes, and semi-structured interviews. The quantitative study involved 100 students (control group: n = 50, experimental group: n = 50). Meanwhile, interviews were conducted with ten students from the experimental group in the qualitative study. The study findings demonstrate that genre-based instruction could improve students' reading proficiency and support the reading lessons in particular genres, contributing to significant practical implications. Students in the experimental group used headings, diagrams, and other information to predict the text content before reading, identified detailed information through scanning and searching, and summarised the main idea of passages and articles through genre teaching. Resultantly, students' reading efficiency improved, allowing them to quickly grasp the main idea of the text and correctly answer different questions, such as reasoning, judgment, and main idea.

Exploring the Impact of Technology in Enhancing English Reading Skill

This research sought to investigate the influence of technology on improving English reading proficiency among students in the sixth semester of English instruction at Dong Nai Technology University. This research used a qualitative descriptive methodology and utilized purposive sampling. The research included a total of 34 individuals. Data is collected using observation, interview, and documentation methods. The study revealed that the majority of kids felt at ease using the new technology to enhance their reading abilities. The need to acquire knowledge in the modern day is driven by the reliance on technology. The statement is corroborated by the outcome of the interview. The students said that using e-books is more convenient than physical books due to their compatibility with various devices such as smartphones. Furthermore, the documentation serves the purpose of incorporating the data obtained via observation and interviews. Ultimately, technology has a positive influence on enhancing kids' proficiency in reading.

Enhancing English Reading Proficiency through Student Reading Habits

This research aims to obtain students' reading habits to strengthen their English reading skills. This research uses a desciptive qualitative approach. This research examines phenomena related to students' reading habits in strengthening and improving English reading skills. The sample was 100 fifth-semester students of the English Reading Class. The sampling technique uses purposive sampling. The data collection process uses three types of data: 1) observations obtained to observe students' reading habits during learning activities and 2) questionnaires given to students to find out their habits outside the classroom according to their point of view and the situations they experience. The data analysis technique uses three stages, namely data reduction, data presentation, and conclusion. The results of this research conclude that students have good reading habits in the campus environment and read a lot of books to complete their coursework. Meanwhile, reading activity at home is very low and parental support in building reading habits is also non-existent because reading activities together are not carried out at home. The results of this research also have implications for teachers' understanding of how to motivate students to have high reading habits outside the classroom and also provide authentic teaching materials so that reading activities can be done more outside the classroom.

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.

An interpretable English reading proficiency detection model in an online learning environment: A study based on eye movement

Aiming at the low English reading proficiency of ESL (English as second language) students in online learning environments, this study proposed an eye-movement-based machine learning monitoring model to detect English reading proficiency in real time. Eye-movement data from 43 students while completing online English reading tasks were recorded and 31 eye-movement features were extracted from the taxonomy of fixation, saccade, movement direction and gaze velocity. During the model training phase, LightGBM achieved an accuracy of 96.51 % in detection. An interpretable model, SHAP (SHapley Additive exPlanation), was used to explain the main effects of eye-movement features in detection, where high gaze velocity, absolute saccade direction, and average saccade duration were found to be strong indicators of English reading proficiency. Furthermore, SHAP analysis allows the identification of individual factors contributing to differences in English reading proficiency. This study demonstrated the effectiveness of the combination of eye-movement data with machine learning methods to identify students with low English reading proficiency in online reading and provided insights into the intrinsic correlation between eye movements and reading.

An Empirical Study on Enhancing English Reading Skills among Female Middle School Students in Government Schools in Saudi Arabia and its Direct Impact on Academic Achievement

This study aimed to address the issue of low English reading proficiency among female middle school students in government schools in Saudi Arabia. The study targeted a sample of year-seven students; forty-two students were under direct observation in classroom and participated in interviews, questionnaire, and assessment forms. The primary focus of this study was to employ reading comprehension assessments as the major influencing factor.
 
 The main research question was how reading comprehension assessments was used to enhance the English reading proficiency of year 7 female students. This study primarily examined reading comprehension assessments, gathered existing literature on the topic, and formulated a hypothesis to help resolve the problem. The result of this study shows clear indication that reading comprehension assessments had a positive impact on students’ attitude toward the English language subject. Students’ reading proficiency improved, and their confidence in reading in front of their peers increased. Incorporating various activities contributed to achieving lesson objectives, deepened comprehension, and enhanced reading comprehension skills. Integrating modern technology into education stimulated students’ motivation to learn.

DIFFERENCES IN MEDICARE RESOURCE USE BY ENGLISH PROFICIENCY

Abstract Medicare is complicated and coverage decisions can be complex. Accordingly, the Centers for Medicare & Medicaid Services (CMS) provides a hotline, handbook, and website to help Medicare beneficiaries understand their benefits and coverage options. In this study, we used 2016-2018 Medicare Current Beneficiary Survey data and linear probability models to assess whether the likelihood of CMS Medicare resource use differed between beneficiaries with English proficiency and those with limited English proficiency (LEP). Our primary outcome was an indicator of having used at least one CMS resource. We considered English proficiency in both speaking and reading. Limited English-speaking proficiency or, separately, limited English-reading proficiency signified that the beneficiary reported speaking or reading English “not well” or “not at all.” Among a nationally representative sample of noninstitutionalized Medicare beneficiaries, 5.7% had limited English-speaking proficiency, 8.7% had limited English-reading proficiency, and 67.0% had used a CMS resource. Adjusting for health and social factors, age, language spoken at home, county-level Medicare Advantage characteristics, and state and year fixed effects, beneficiaries with limited English-reading proficiency were 16.7 percentage points less likely to have used a CMS resource compared to beneficiaries who reported reading English “well” or “very well” (p <.001). Limited English-speaking proficiency was not associated with CMS resource use. These findings have implications for federal initiatives to improve language access in Medicare, particularly efforts to reduce literacy barriers. Differences in Medicare coverage choice and benefits utilization among beneficiaries with LEP may be partially explained by differential access to or engagement with written CMS Medicare information.

Boosting English Reading Proficiency: The Efficacy of the KWL Learning Strategy

In the contemporary globalized society, addressing the challenges of low academic performance and limited English reading comprehension is paramount. This study investigates the potential of the KWL (Know-Want-Learned) learning strategy, a technique posited to enhance student outcomes, in bridging the observed gap between theoretical pedagogies and practical interventions. Utilizing a quasi-experimental design, diverse students from varied grades and backgrounds were divided into two groups: one exposed to the KWL technique and another receiving traditional instruction. Standardized tests were employed to measure outcomes. Notably, students undergoing KWL-based instruction exhibited significant advancements in academic performance and English reading comprehension. These findings underscore the value of integrating the KWL strategy into educational curricula. While the results are promising, further studies are warranted to understand the long-term effects and the strategy's adaptability across diverse educational settings and demographics. In essence, this research not only highlights the pressing educational challenges but also introduces an evidence-backed solution for substantial improvement.

Enhancing Reading-Comprehension Abilities and Attitudes of EFL Students through utilising Content-Creation Tools in Classroom Presentations

Utilisation of content-creating tools in an environment that enhances students' reading comprehension also promotes the integration of language skills and technology for educational purposes. This study aimed to enhance the reading comprehension skills of Business English students in Thailand by incorporating content-creation tools to support their English-language learning. Additionally, it sought to investigate the students' attitudes towards developing their reading comprehension through the utilisation of such tools. This study employed a quantitative research design; and it involved 27 third-year students in a Business- English program. Various instruments, including English reading proficiency and comprehension tests for each unit, as well as content-creation tools, assessment forms for students’ presentations and questionnaires to gauge students’ attitudes were utilised. Quantitative data were analysed by using the mean percentage, and the paired t-test. The results demonstrated a statistically significant improvement in students’ reading-comprehension abilities after using content-creation tools for their presentations, with a significance level of two-tails less than 0.05. This finding highlights the significant effectiveness of developing students’ reading comprehension skills through presentations by using content-creation tools for reading comprehension, which met the pre-determined criterion of 70%. Moreover, the students displayed a high level of positive attitudes towards learning English and utilising content-creation tools to develop their reading comprehension skills through presentations. These results suggest that the integration of language skills and technology through content-creation tools creates a stimulating learning environment, fostering positive outcomes in reading comprehension.

Assessing the Project Reading Enhancement and Development Initiatives in the New Normal for Grade-Schoolers (Readinng) Implementation: A Focus on Learners’ Reading Proficiency

This study intended to ascertain the pupils’ proficiency in reading after having participated in the reading intervention project “READINNG” or Reading Enhancement and Development Initiatives in the New Normal for Grade-schoolers. It utilized the Functional Literacy Assessment Tool (FLAT) for Functional Literacy Assessment tool to ascertain the level of reading performance of the pupils as well as their extent of improvement after the implementation of READINNG. There were 38 participants in the study who were the target beneficiaries of the intervention project. They are from the extension partner school of Caraga State University-College of Education. Data revealed that before the intervention, the level of proficiency of the Pupils in reading Filipino is mostly on the Nothing level, hence intervention is needed. However, after the implementation of READINNG, there are 15 pupils who can read at Paragraph Level, 8 at Story Reading level, and 5 at Story Comprehension and no one is registered at Local Material Level and none are identified as LSENs. Also, a significant improvement is found in the pupils' level of reading proficiency in English after utilizing the Pupil Reading Intervention Materials. The data further imply that the level of proficiency of the pupils in reading in both Filipino and English increased. Hence, READINNG as intervention can improve the pupils’ level of proficiency in reading.

Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data

Learners’ metacognitive reading strategies support their attempts to draw meaning from texts and to overcome comprehension difficulties. For second language readers, such strategies may compensate for lack of language proficiency while reading. Taking a sample from a country that ranked last in the PISA 2018 reading assessment, this study aims to investigate potential discrepancies in how students evaluate the usefulness of specific reading strategies and how these conceptions are associated with related to the students’ reading proficiency. We explored the association between metacognitive reading strategies with reading proficiency by analysing data from a nationally representative sample of 15-year-old students who participated in the PISA 2018 (N = 6591). Awareness of different reading strategies was compared using repeated measures ANOVA; relationships with reading proficiency were examined using regression analysis. Self-reports on metacognitive reading strategies accounted for a significant portion of the variation in Filipino students’ English reading proficiency, after controlling for SES, sex, and number of books at home. The reading strategies perceived as most useful were not the most strongly associated with reading proficiency, suggesting that students may not be aware of which reading strategies are helpful in learning to read in English. The results indicate variations in the students’ awareness of which strategies aid in their reading comprehension and point to the need to better understand how effective reading strategy instruction is taught to and is engaged by Filipino students in their reading classes.

Enhancing English Reading Proficiency in Agriculture Vocational High Schools: Developing ESP-Based Supplementary Materials for Grade X Students

This research study aims to develop suitable supplementary English reading materials for tenth-grade students in the agriculture vocational high school program. The study utilizes the Research and Development (R&D) approach, focusing on the Analysis, Design, and Development stages of the ADDIE model. Data is collected through document analysis, questionnaires, and interviews from a class of 16 X-grade agriculture students and their English teachers at SMK Gotong Royong. Two types of questionnaires are employed: one for the needs analysis and another for expert judgment. The data is analyzed quantitatively and qualitatively, with mean central tendency measurement used to categorize the developed materials. Suharto's theory is utilized to determine the intervals and categories based on the scores obtained. The data analysis process involves organizing and preparing the data, reading and reviewing all the data, coding the data, generating descriptions and themes, and representing the findings. The research findings indicate the following target needs of the students: (1) understanding agriculture science texts and types of agriculture tools, (2) improving reading skills for agricultural work and acquiring relevant vocabulary, and (3) expanding their vocabulary related to the study program. The findings serve as the basis for the development of appropriate supplementary English reading materials. English teachers are encouraged to understand students' needs and add relevant sources or develop materials in collaboration with other teachers. Other materials developers are suggested to consider the learners' needs and the practical context of their field to create valuable materials for vocational high school students. Keywords: English reading proficiency, agriculture vocational high schools, ESP-Based supplementary materials, grade X students

Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project

AbstractThis article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university‐level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta‐analyses. We then provide a bird's‐eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.

비대면 영어독해 수업에서 플립러닝이 학업성취도와 읽기 동기에 미치는 영향

This study examined the effects of a flipped learning model on college students" English reading proficiency and reading motivation in a non-face-to-face learning environment. The experimental group (n = 26) received online pre-class instruction and real-time main class instruction using a flipped learning approach, while the control group (n = 24) received traditional lecture-based instruction during real-time classes. Both groups completed English reading comprehension tests and reading motivation questionnaires before and after the treatment. Results indicated that the flipped learning model significantly improved the English reading proficiency of low-achieving learners and positively influenced learners" intrinsic and extrinsic motivation, as well as English learning efficacy. The study sheds light on the scalability and limitations of flipped learning-based instruction in non-face-to-face online classes and provides a foundation for designing and implementing flexible instructional models in higher education post-COVID-19.

Extensive Reading and its Impact on Malaysian Undergraduate ESL/EFL Learners’ Reading Proficiency and Reading Motivation

English language reading skills are important for tertiary students. In Malaysia, tertiary students are required to master the English academic reading for their tertiary studies. However, Malaysian tertiary students’ reading proficiency in English is often found below par, which is attributed to poor reading skills and habits, as well as a lack of motivation to read. The authors believe that extensive reading (ER) should be used to complement intensive reading practiced in tertiary education reading. It is important to learn from past studies the potentials as well as problems with ER, so that teachers and researchers alike can better approach the use of ER in the teaching of English as a second language (ESL) reading. This article reports on the systematic literature review of 32 studies on ER programmes, particularly on its impact on ESL students’ reading proficiency and reading motivation, that were published between 2003 and 2019 and obtained through established research databases. The results of the review found that there are positive impacts of ER on ESL reading, particularly on reading rate and reading comprehension, vocabulary knowledge, and reading motivation, as well as the importance of goal setting and monitoring to ensure the success of ER in ESL reading. The authors suggest implications for teacher practitioners, future researchers and course developers to plan how ER would be a valuable addition to their respective programmes and also provide them with ideas in designing their own unique ER programmes to cater to their students’ needs.

PERSPECTIVES OF INDONESIAN UNDERGRADUATE STUDENTS ON READING PROFICIENCY AND COMMUNICATIVE COMPETENCE

The transformation of the world has brought communication into a complex system. This research focused on understanding communication from reading proficiency and communicative competence perspectives. It is aimed to find a correlation between reading proficiency and communicative competence in English as L2. The quantitative method with the correlational study was employed to analyze the data collected. The study was conducted at a private university in Yogyakarta. Thirty students participated in this research. The study employed a survey design using a questionnaire to collect the data. The result indicated a strong connection between reading proficiency and communicative competence. It implies that reading proficiency and communicative competence are connected.Â

ENGLISH READING SKILL STUDENT IN THE PERSPECTIVE OF THE NATIONAL LITERATURE COMMUNITY

Based on the results of this survey, determine the level of English reading proficiency of students in a national community. It was possible to conclude that students' reading and literacy skills improved through the use of quantitative descriptive techniques and questionnaires. A descriptive study is one that provides the most thorough picture or description of the situation while ignoring the behavior of the selected object. For informational purposes, reading is a sophisticated and challenging action or activity. Reading activities involve both internal and external factors. The ability to read is one of the most beneficial abilities one can have in both their academic and social lives. It comes before all other skills as well. The results of the respondents' favorite genre can be used to infer that a student in a Taksara literacy community increased their interest in literacy and reading by 16% to 25%, and their ability to read in English increased by 6.3% to 68.8%. One of them is the Taksara literacy community, whose goal is to encourage readers of all ages and equip the Indonesian generation to widen the doors of literacy for future generations. As a result, there are numerous literacy movements that are led by locals or other members of the community rather than by the government. One of them is the Taksara literacy community, whose goal is to support readers of all ages and enable the Indonesian generation to open literacy windows for all generations. The intellectual, pragmatic, and linguistic values of reading are connected to its cognitive attitude.