Reading Course Research Articles

Calibrating motivational reading instruction strategies

This study explored the role of motivational reading instruction for the encouragement of engaged reading practices among second language (L2) learners in China. Field research was carried out with a cohort of pre-college-aged L2 learners studying in an advanced EAP reading course at a language centre in Shanghai. Field study instruments and procedures consisted of semi-structured interviews, surveys, questionnaires, and classroom observations. The gathered data set was coded and interpreted with reference to related empirical research as well as with three previous case studies. The results indicated that motivational reading instruction strategies which offer a calibrated application of extrinsic and intrinsic incentives delivered via direct and indirect instructional methods can positively encourage engaged reading practices among L2 learners. Ideally, the academic implications of this study provide insight and innovation into the field of EAP motivational reading instruction for the enhanced literacy and academic success of L2 learners both within and beyond the classroom. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.

EFFECTS OF EFL STUDENTS’ USE OF METACOGNITIVE STRATEGIES IN EXTENSIVE READING TASKS ON THEIR READING PERFORMANCE AND ATTITUDES

Reading plays important role in teaching and learning a second language as in reading, information is acquired and processed before learners can reach the final goal of English learning – communication. Extensive reading is a helpful way to develop students’ reading habits. A quasi-experimental study with one group pretest-posttest design was conducted in the Vietnamese educational context to investigate the effects of students’ use of metacognitive strategies on intermediate learners’ reading performance and attitudes. The results indicated positive changes in learners’ performance and attitudes, especially in higher-order thinking ability. Thirty-two participants from the convenient sampling method attended a 10-week reading course with metacognitive strategies embedded in extensive reading tasks. The scores from tests showed an improvement in reading comprehension ability and higher-order thinking application. The data from the questionnaire and semi-structured interview contributes to the positive attitudes toward students towards reading activities. This study has discovered the significant effects on the awareness of learners and afterwards cognition thinking. Learners have achieved a higher level of cognitive reading, critical reading and positive attitudes towards reading activity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0552/a.php" alt="Hit counter" /></p>

The Effects of Shadow-Reading on EFL Learners’ Reading Comprehension

The current study investigates the effects of shadow-reading on the development of the reading comprehension of undergraduate students who studied English at Ajloun University College/ Al-Balqa Applied University. The researchers randomly selected 100 EFL learners from the Department of English Language at Ajloun University College who enrolled in the reading course in the first semester2021/2022. The students were first and second-year students aged 18-22. The sample of the study was divided equally into experimental and control groups. The control group was exposed only to regular classroom reading instruction, while the experimental group received shadow-reading instruction. The researchers conducted a posttest to find out if there were significant differences between both groups. The results indicated that shadow-reading affected reading comprehension positively. It is found that shadow-reading is more effective than other traditional methods in teaching reading comprehension. The current study presents several recommendations for language learners, researchers, teachers, and syllabus designers.

Communicative language teaching method at improving students� macro and micro-skills of reading comprehension in intensive reading course

Several university students seem to meet difficulties in reading comprehension. The lecturer needs to use a suitable method for teaching reading; one of them is Communicative Language Teaching (CLT). This research aims to analyse whether CLT improves students' macro-skills and micro-skills of reading comprehension in an intensive reading course. Research method employed in this study is a case study. The research participants were 21 first-semester students of a private university in Indonesia. The instruments were close-ended questionnaires and open-ended interviews. The findings showed that there was a significant improvement on students' macro-skills and micro-skills of reading comprehension in an intensive reading course after implementing CLT. Students also contend that learning reading using CLT is fun, engaging, and understandable. The researchers conclude that the CLT contributes learners� macro-skills and micro-skills of reading comprehension in the intensive reading course.

The Effects of a TTS-Based Pre-Reading Activity in a Flipped Learning English Class

This study investigated whether and to what extent a TTS-assisted pre-reading activity is effective in improving reading performance by college students in a flipped learning reading classroom. Over a semester, a total of 46 college students in an English reading course participated in the study. The participants assigned to the experiment group were treated with a TTS-based pre-reading activity while those in the control group received regular reading instructions. Both groups took pre- and post-tests for their reading proficiency and completed pre- and post-questionnaires asking about their experience of English reading in flipped learning class and their opinions of the TTS activity. Results showed that the participants in the experiment group made a statistically significant improvement in their vocabulary and reading performance and evaluated the TTS-based activity mostly positively by rating the activity as helpful in improving their reading proficiency and in boosting their confidence and motivation in English reading. This paper concludes by discussing some of the ways in which TTS-based activities can be included in college English course designs to better help EFL students learn the target language more effectively and efficiently.

Using developmental bibliotherapy design to improve self-management skills of post-graduate students

ABSTRACT Students come to schools and college to not only learn academic subjects but also gain personal effectiveness skills for life. During the developmental and transition phase of growing up, young students can face a lot of issues and problems related to the self and their surroundings. The participants of this research were post-graduate management students who suffered from a lack of self-management skills. A reading course/intervention based on Shrodes (1950) model of bibliotherapy was developed. Using developmental and didactic bibliotherapy based on CBT a short reading course was conducted with 138 students. Reflective writing and discussion activities were conducted along with group reading. The impact of the reading course/intervention was analyzed using descriptive research methods (paired sample t-test) and qualitative reading of the reflective writing. The intervention has been successful in bringing positive habit formation and attitude change in the students.

“Text” interaction in EFL virtual classroom during the COVID-19 era: Actual use and sense of virtual community

The era of COVID-19 compelled universities to design and deliver courses online. However, the successful design and delivery of online courses should embrace community. This study correlates the actual use of text interaction in English as a Foreign Language (EFL) virtual classes (VC) and its impact on the sense of virtual community (SOVC). To achieve the study’s goal, three groups of preparatory year (PY) students at Najran University studying online through Blackboard in the era of COVID-19 represent the participants. The study used data sources of the analysis of nine archival data of Reading course, Listening and Speaking course, and Writing course VC using Schullo model and the SOVC questionnaire adopted from Koh and Kim and an individual interview of nine instructors to get thorough interpretations of text interaction during VC. The study provided detailed information about what type(s) of text interaction participants used in EFL virtual classrooms. It also explored the impact of VC text interaction on EFL students’ SOVC. The study found that text interaction in EFL VC enhanced students’ SOVC. The findings supported that text interaction had both academic and social values. The study contributed to the theory of SOVC and brought recommendations on how educators can take advantage of VC text interaction in the EFL context.

Evaluating the Effectiveness of a Hybrid Developmental Reading Course at One Urban Community College: A Quasi-Experimental Comparative Study


 
 
 Based on the response for the need to engage students in developmental reading, the purpose of this study was to examine whether a hybrid method of instruction has an impact on student reading achievement. To measure reading achievement, quantitative data in the form of student grades on end of the semester exit exams was collected. Data was analysed using dependent-samples paired t-test and the results indicated a significant impact on reading achievement: t=.360, p=0.011. Future research is needed to determine the impact of the hybrid method of instruction on developmental reading students in differing socioeconomic backgrounds and geographic locations.
 
 

Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired

US students who are blind or have visual impairments do not read at the level of a third-grader with typical sight until, on average, halfway through the seventh grade. As a first step toward narrowing that gap, we investigated levels of linguistic awareness among teachers of students who are blind or visually impaired (TSBVIs) because research with general education teachers has demonstrated a link between teacher linguistic awareness and student literacy outcomes. We also examined the accuracy of dyslexia beliefs among TSBVIs and whether TSBVI linguistic awareness and dyslexia beliefs are associated with training and experience variables. A survey of licensed or certified TSBVIs (N = 236) in the US revealed that TSBVIs’ understanding of linguistic concepts was comparable to that of educators in previous studies, and TSBVIs’ overall beliefs about dyslexia were more accurate than those of other educators. Linguistic awareness was not associated with training and experience variables, suggesting linguistic awareness is not a focus of reading courses offered to preservice TSBVIs and they do not acquire it in the field. Master’s degree attainment was significantly related to the overall accuracy of TSBVIs’ dyslexia beliefs and years of experience working as a TSBVI was marginally associated with the overall accuracy of TSBVIs’ dyslexia beliefs. Only years of experience diminished the misconception that dyslexia is a visual disorder. Because TSBVIs did not appear to know less about linguistic concepts and dyslexia than other educators, the reading achievement gap between students with visual impairments and students with typical sight is unlikely to be attributable to underdeveloped TSBVI knowledge.

The Content Analysis of Students’ ER Material Based on Course Learning Outcome

One of Extensive Reading (ER) principles is learners are being free to choose their own reading material. Reading courses of English Education Program in Ponorogo Muhammadiyah University are delivered in four levels namely pre-intermediate, intermediate, pre-advanced, and advanced which have learning process using mixed approach of extensive and intensive. This study is aimed to investigate whether the material selected by the students in which extensive reading conducted have fulfilled course learning outcome (CLO) of each level. They were 187 students’ reading material submitted as the final assignment and class discussion of all levels. Using content analysis approach to analyze them the result showed that most material had already fulfilled though there were still few material had not yet, however such condition is allowed in extensive reading.

Teaching Complex Sentences in ESL Reading: Structural Analysis

Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.

Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms

Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students’ language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students’ different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers’ support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students’ linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.

GETTING HIGHER CRITICAL THINKING SKILLS THROUGH ANALYZING AND RESPONDING TO TEXT

Understanding the academic text in English requires the ability to think critically and respond to it precisely by way of writings. This reserach is aimed at improving the students’ critical reading ability through the use of Double Entry Journal. To achieve such competences, we have conducted a Classroom Action Research by involving a group of at risk studentsh who were struggling to complete the course of Reading at 5th semester. Throughout 2 cycles, we found out that students’ critical thinking did not only get improved in their reading activity, but also in their oral performances. Data shows that students’ oral performance was better in fiction work. In addition to the use of DEJ, the article further discusses types of students’ activity that might achieve critical thinking skills particularly in the development of their reading, speaking, and writing skills.Key words: Major Types of Non-Fiction

REVISITING RECEPTIVE SKILLS IN ONLINE LEARNING: THE STUDENTS’ ATTITUDE

This research attempts to investigate the English language learners’ attitude on the online learning of receptive skills, namely listening and reading skills, conducted in English Language Education Department of UIN Raden Intan Lampung. One hundred and twenty-four students of the first year of English Education Department participated in this descriptive quantitative research with online survey design. The data were collected by using a close-ended questionnaire of the ABC model of attitude proposed by Jain which revealed three elements; affective, behavior, and cognition. The questionnaire was administered online to the students who had experienced the process of teaching and learning online in listening and reading courses. The result showed that students’ attitude towards online learning of receptive skills indicated as positive attitude on affective aspect (x̄ = 3.04), behavioral aspect (x̄ = 3.01) and cognitive aspect (x̄ = 3.01) which concerned on the online learning platforms, task completion, lecturers’ strategies in delivering online materials, online group discussion, and receptive skills improvement. In spite of the positive results elicited from this research, there were some limitations encountered such as learning platforms provided by the lecturer, their strategies in teaching receptive skills, and task types which had not been revealed in this research. Thus, for the future research who are interested in doing research in education, it is expected to investigate those areas.

Teaching Indonesian L2 Learners Academic Writing: A Proposed Instructional Model

This article reports a proposed instructional model to teach the second language (L2) academic writing in education with citations and references to learners in English Education departments. The model is suggested to be implemented in two semesters in a row. In the first semester of the implementation, learners are to take essay writing and academic reading courses simultaneously. In the former, learners learn to write coherent and cohesive sandwich paragraphs, do peer reviews, and write five-paragraph essays in education without citations and references. In the latter, learners familiarise themselves with various academic sources, write in-text citations and reference lists using Microsoft Word Reference Manager, paraphrase and summarise information from journal articles, and write a short paragraph using citations and references. In the second semester of the implementation of the model, learners take an academic essay writing course which is the progressing combination of the two aforementioned courses in the previous semesters. In this writing course, learners write two 1,200-word essays in education with citations and references from at least five sources. During the implementation of the model, a no-plagiarism policy is upheld through teachers' emphasising on paraphrasing and checking learners' works with plagiarism checkers before submission. Gradual progress is continuously monitored through teachers' feedback on progress. All in all, the model emphasises step-by-step progress in L2 academic writing supported by ample writing preparation time and continuous feedback on progress.

Effectiveness Analysis of English Newspaper Reading Teaching Based on Deep Learning from the Perspective of Online and Offline Hybrid Teaching.

In recent years, China's higher education has developed rapidly, and the overall English proficiency of college students has improved significantly. In order to improve the English proficiency of students in higher education, English newspaper reading courses are offered, many of which are elective courses. Reading English newspapers in English can help college students improve their overall English proficiency and benefit them in their future lives. Reading English newspapers can improve students' English in many ways as part of college English teaching activities. For example, it helps students to accumulate common and authentic words and phrases, improve their English reading efficiency and level, and gain a broader perspective. This paper examines the role of English newspaper reading in college English teaching, proposes an effective analysis method of teaching English newspaper reading based on deep learning from the perspective of online and offline hybrid teaching, and tests the effectiveness of the model. Finally, the specific characteristics of English newspapers are combined to propose suggestions for improving the effectiveness of English teaching activities for college students.

A Companion to Chivalry

A Companion to Chivalry

INTEGRATING ONLINE READING ACTIVITY IN A CRITICAL READING COURSE: A COURSE EVALUATION

Advancement of information and communication technology (ICT) has promoted changes on students’ reading behavior; from conventional reading and online reading. In the current study, online reading activity was integrated in a critical reading course in an English department of a private university. In the course, fifty-eight EFL students were exposed with paper-based reading and online reading. After eight week, an evaluation was performed to the course. All participating students were surveyed and twelve of whom were interviewed. The quantitative data from the survey were analysed using Rasch Model while thematic analysis was performed to the qualitative data. Findings showed students’ preference to online reading activity than paper-based reading, particularly for those who were already familiar with electronic reading devices. Online reading was perceived to provide students with flexibility while reading and helped them navigate the reading sections at their ease. Small screen size and lights from the screen appeared to issue students’ eye irritation. Recommendation thus was offered particularly regarding further curriculum development that integrate online reading activity in a reading course.

Thematic analysis of scientific publications dedicated to the development of a greeting card in the context of its historical and socio-cultural

The purpose. To carry out a thematic review of scientific works published in recent years and devoted to the emergence and historical development of the postcard greeting card of the late nineteenth — early twentieth century in the context of its historical and socio-cultural development.The research methodology. The article uses well-known art methods: historical-cultural, historical-attribute, which cover the process of formation of a greeting card from the standpoint of socio-cultural and historical heritage, and not only from the standpoint of information, contribute to the evolution and figurative transformation of the greeting card. chronological order. Along with this, general scientific methods are used: comparative, analysis, synthesis, monitoring, systematization, statistical, historical and chronological, which allows scientists to analyze the communicative, philological component, to reveal the collection and classification of postcards. Based on this, we gain additional knowledge about the object of study.The results. A thematic review of scientific works published in recent years and devoted to the emergence and historical development of the postal greeting card of the end of the 19th — beginning of the 20th century in the context of its historical and socio-cultural development was conducted. The problems, content and main ideas of scientific publications are considered, in which scientists conduct an analysis of the communicative and philological component, reveal the issue of collecting and classifying postcards, highlight the process of creating a postal greeting card from the standpoint of socio-cultural and historical heritage, and not only from the standpoint of a means of transmission information.An overview of the directions of scientific research on postcards of the end of the 19th and the beginning of the 20th centuries was carried out. The authors of scientific works, for the most part, consider the history of the origin and formation of the greeting card (historical component), consider the postcard as one of the currents of fine art, in the context of studying the socio-cultural development of the corresponding historical period of time, propose methods of classification and attribution of postcards, considering the postcard from the point of view collecting, offering their approaches to exhibiting collectible collections of postcards by thematic areas. The article also includes scientific publications by authors who researched not only the front side of the postcard, which contains an artistic (graphic) image, but also the reverse side, which contains the text, postmarks, country of origin, dates of dispatch (production), etc. Attention is focused on the work, where the author for the first time carried out an analysis of the main directions of using the texts of open letters and developed methodical recommendations for their study.As a result of research, it was established that the majority of modern scientific works, articles and other publications on a certain topic belong to Russian scientists. The Ukrainian greeting card as an object of study of the phenomenon of graphic art remains out of the attention of domestic researchers, especially in the context of design. This requires further art studies of the peculiarities of the design of the domestic postal greeting card of the end of the 19th and the beginning of the 20th centuries from the standpoint of figurative, stylistic and cultural potential.Scientific novelty. Is to consider the issues, content and main ideas of scientific publications, in which scientists analyze the communicative, philological component, reveal the collection and classification of postcards, highlight the process of creating a greeting card from the standpoint of socio-cultural and historical heritage, not just means of transmitting information.Practical significance. Dissertation research can serve as a basis for practical work with postcard funds in departments of libraries, archives and museums; for the development of methodological recommendations aimed at improving the modern practice of publishing art postcards; while reading courses on the history of Ukrainian art of the end of the 11th and beginning of the 20th centuries, as well as preparing a general monographic study on the Ukrainian art postcard.

READING MOTIVATION OF TENTH GRADE STUDENTS AT SMA ADVENT UNKLAB AIRMADIDI

As we all know in the world of education, reading is an important thing. Because by reading we can find various important things and also add knowledge. Of course in reading we need motivation to be able to read long. This study aims to measure and find out how much motivation 10th graders have to read. By using quantitative methods, this study succeeded in finding out how much interest in reading the 10th graders had based on gender. In this study also given some understanding of what motivation is. And the results of this study showed that the teacher should provide interesting reading or writing so that it creates enthusiasm in reading to students. The perceptions of male and female students in this school were found to be the same, so there was no difference between who was more motivated in reading, in addition this the result of this study is expected to help readers and future researchers in discussing similar problems