English Reading Research Articles

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.

Prototype of English reading teaching materials based on the HyFlex model

Prototype of English reading teaching materials based on the HyFlex model

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

The Image and Representation of Scheherazade in Edgar Allan Poe’s Story The Thousand and Second Tale of Scheherazade

The study aims to examine and investigate how Scheherazade was represented to the English reader in the nineteenth century. The significance of the study displays that Edgar Allan Poe’s story The Thousand and Second Tale of Scheherazade endowed The Thousand and One Nights with new images and allusions. Based on André Lefevere’s notion of rewriting, the selected story is analyzed, emphasizing the new image of Scheherazade, her death, and her disappearance from the scene in the nineteenth century. The research shows how Poe depicts Scheherazade as a political damsel who reveals the truth and how she becomes a mesmerist lady who dies and disappears from the plot at the end of the story. The author implements a critical discourse analysis to analyze Poe’s story and to uncover the socio-cultural, ideological, and poetical relations of the text. After unfolding the new images of Scheherazade, the study concludes that rewriting a literary work enriches the source text with new imagery and allusions, hence the massive acclaim of such texts among new generations. In addition, the journey of such literary works across borders and cultures creates cultural interactions among people and literary traditions.

An Action Research on English Reading Compensatory Teaching Based on the Diagnostic Assessment of "Youzhenxue" (University Edition)

Numerous studies have shown that diagnostic assessment plays a certain backwash role in English teaching, and the results of diagnostic assessment are used as the basis for subsequent compensatory teaching design. "Youzhenxue" (University Edition) is a language assessment platform that provides targeted diagnostic assessment results for English reading assessment. This paper explores the effectiveness of English reading compensatory teaching based on the diagnostic assessment results of "Youzhenxue" using a mixed research method. It is found that compensatory teaching focusing solely on the weaknesses of reading micro-skills identified in the assessment has limited effect on improving reading proficiency.

Translation of Earthliness: An Exploration of Translation Dislocation of Folk Language in Chin P'ing Mei in Late Ming Dynasty within the Framework of Aesthetic Reception

As the first full-lenght satiric novel, Jin Ping Mei (Chin P'ing Mei), written by Lanling Xiaoxiao Sheng at the end of the Ming Dynasty, elaborates the social and worldly affairs comprehensively through vivid language and skillful usage of literary devices. Due to the richness of the folk language for the language forms, and the differences and great colloquial and regional characteristics to the Western readers in the geographical and time facets, for the purpose of reception in the target culture, the translator gives adjustment or modification to folk languages forms like dialect, slang, idiom, and proverbs, etc., which engenders certain translation dislocation to some extent. Through qualitative and comparative analyses, this paper aims to offer a preliminary exploration of the basic paradigm, causes, and construction process of the translation dislocation of the folk language in those two English translation versions of Jin Ping Mei from the four dimensions of readers' expectation horizons, aesthetic distance, integration of horizons, and the construction of respond-inviting structures under the perspective of aesthetic reception theory, so as to provide an avenue for English readers to delve into the peculiar translation dislocation of the folk language in the translation of Chinese classical works.

FOSTERING VIETNAMESE EFL LEARNERS’ LEARNER AUTONOMY AND READING COMPREHENSION ABILITY THROUGH ONLINE PLATFORMS

The ability of learner autonomy is a prerequisite for many university students in Vietnam. However, it is a daunting task for EFL teachers and learners to achieve that learning outcome. The present study aims to delineate second-year English majors’ perceived learner autonomy and reading comprehension ability in an online reading course at Van Lang University, Vietnam, with two online platforms (synchronous via Microsoft Teams and asynchronous via Moodle). During the ten weeks of this course, different online reading and vocabulary practices were assigned to 65 students in two intact classes. The results were obtained from reading tests, questionnaires, and a follow-up interview. The findings revealed that they could perceive their learner autonomy more positively and statistically remarkably improve their reading comprehension ability after the course. The students’ insights into the course’s effectiveness confirmed several benefits in addition to a few barriers (i.e., technical issues, English proficiency levels, learning motivation, and online self-study skills). The results have specific implications for the practice of English reading instruction at the faculty. Viable online platforms and pedagogical techniques should be applied to foster the students’ learner autonomy and reading comprehension ability.&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/0796/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Motivation and Metacognitive Strategy Use in Reading English as a Foreign Language Among Adolescent Learners

Motivation and Metacognitive Strategy Use in Reading English as a Foreign Language Among Adolescent Learners

Investigating the Effect of Reading English Short Stories in Developing Skills for EFL Students at some Selected Universities in Mogadishu, Somalia

This research aims to explore how reading English short stories contributes to the development of skills among EFL students in Mogadishu. Specifically, it seeks to understand how such reading enhances vocabulary acquisition, comprehension, pronunciation, and grammatical knowledge. Employing a quantitative research design with a descriptive method, the study utilized a questionnaire as its primary tool. It involved 100 English lecturers from five universities in Mogadishu, Somalia, with 80 selected as participants. The key findings suggest a significant correlation between reading English short stories and the development of language skills among EFL students. Additionally, the study highlights the effectiveness of this practice in enhancing vocabulary, comprehension, pronunciation, and grammatical understanding. The research holds potential for English lecturers aiming to enhance the skills of EFL students at the university level. It is anticipated to inspire students to engage in more reading of short stories, fostering their creativity and critical thinking. Furthermore, English lecturers encountering challenges in teaching EFL skills stand to benefit from the insights provided by this study.

PENERAPAN PENDEKATAN WHOLE LANGUAGE DALAM MENINGKATKAN KEMAMPUAN MEMBACA DALAM TEKS BERBAHASA INGGRIS

One of the most influential fields in global communication is language. Language is a means of communication exchange that can cross between countries. Learning English is a subject that is considered difficult because English is not the mother tongue or national language used every day, this causes boredom. This type of research is conceptual research. By implementing the Whole Language approach, it is easier for students to read English texts. The aim of the research is to describe the application of the whole language approach in learning English. The results of this research are that the whole language approach in language learning is integrated or cannot be separated and each learning approach has advantages and disadvantages, including the whole language approach. However, this deficiency can certainly be overcome when educators can understand the components or how to apply a whole language approach.

Utilizing The Read-Arounds Strategy in Junior High School Students’ Dialogic Reading Activities

Reading is a requirement for almost all academic pursuits, it is a crucial component of language learning, especially for students. When learning English, this is especially important. Students must be able to read comprehension in order to absorb the material they are taught. Readability issues with fluency are often seen in students who have trouble understanding a foreign language. There have been several studies on Dialogic Reading activities, but few have utilized group reading strategies during these activities. Therefore, this research aims to investigate students' responses to the use of read-arounds strategy in dialogic reading activities for junior high school students at one of the junior high schools in Karawang. Micro-ethnography method is employed in this study. To collect the necessary data, observation and interviews are conducted. Reflective journaling is also used to enhance data accuracy. The results reveal that using the read-arounds technique improves students' understanding and reading interest. based on their comments, which show that using the read-arounds method can benefit children in three points: (1) increasing their self-confidence; (2) motivating them to read in English; and (3) improving their vocabulary and pronunciation. It can be concluded that using enjoyable reading strategies can help students become more confident and reduce their reading anxiety.

12546 Association Of Quality Of Life And Age At Diagnosis In Women With Turner Syndrome

Abstract Disclosure: G. Julian: None. L.J. Folsom: None. Background: There is a well-documented association between chronic disease and decreased quality of life (QoL), including in women with Turner syndrome (TS). Much of the existing research exploring QoL in women with Turner syndrome primarily establishes the finding of decreased QoL; fewer studies seek to explore potential etiologies for this finding. Health-related QoL (HRQoL) has been evaluated using the HRQOL 14, a validated measure of QoL, since 1995, and in individuals &amp;gt;12 years of age as part of National Health and Nutrition Examination Survey (NHANES). The primary objective of our study was to investigate the relationship between HRQoL in women with TS and age of TS diagnosis (AoD). A secondary aim included identification of correlations between medical treatment history and HRQoL. Methods: After obtaining IRB approval, the electronic medical record (EMR) was queried using the “slicer-dicer” feature using search and limiting criteria based on desired and specified variables. Inclusion criteria encompassed a documented diagnosis of TS, a recorded office visit within the past 2 years, and participant age of at least 18 years at time of study initiation. Exclusion criteria included lack of a confirmed diagnosis of TS, presence of other diseases known to influence stature or pubertal development, inability to understand the survey, lack of ability to read or speak English, and diagnosis of TS within the past year. QoL was assessed using the HRQOL 14. After review for exclusion criteria an opt-out letter was mailed via USPS. Results: Thirty participants completed the study out of 84 qualifying individuals. Early AoD was defined as younger than 13 years; late AoD was defined as &amp;gt;12 years. Twenty-four participants met criteria for early AoD; six met criteria for late AoD. The mean age for early diagnosis was 6 years and the mean age for late diagnosis was 23 years. The early AoD group reported fewer medical problems (3.6 vs. 6.2 other medical problems, p=0.009), was less likely to state days of lack of sufficient sleep (4.5 vs. 30 days, p=0.001), and was less likely to note days of limited physical activity due to pain (1 vs. 15 days, p=0.007). Conclusions: The novel finding of association of earlier AoD of TS and fewer medical problems invites the possibility that other health conditions may be more effectively managed if TS is diagnosed earlier. This finding highlights the opportunity for enhanced care with earlier AoD. Presentation: 6/1/2024

English Reading Strategies Used by Secondary-Level Students

English Reading Strategies Used by Secondary-Level Students

The Influence of the L1 on L2 Collocation Processing in Tamil-English Bilingual Children

This study examines the influence of Tamil (L1) on the processing of English (L2) collocations during reading for Tamil-English bilingual children. Building on existing research in formulaic language, we used an online processing tool to investigate whether cross-linguistic transfer can be extended beyond single lexical items to collocations in bilingual children, a population that is underrepresented in this research area. Fifty-eight children aged 9–10 years from a school in Chennai, India, took part. Using self-paced reading, children’s reading times were measured for both congruent (with equivalent in L2) and incongruent (without equivalent in L2) English collocations embedded in short passages. There were two reading modes (single and chunk), which allowed reading times for the whole collocations and the individual words of the collocations to be examined. Results showed that children read congruent collocations more quickly than incongruent collocations in both modes. For congruent collocations, children read the second word more quickly than the first word, but the reverse was true for incongruent collocations. These results suggest that the L1 (Tamil) is activated during the processing stage of reading English collocations for Tamil-English bilingual children in this context.

Invariant (or Not) Reading Strategies Between Languages and Genders

This study explores the similarities and differences in reading strategies applied by students to Chinese versus English reading. 842 students responded to a reading strategy inventory in terms of their habits when reading in Chinese versus in English. The result validates the general structure of a reading strategy inventory originally designed for English. The general scale seemed reasonable for Chinese reading as well as English reading. However, gender differences were found on some items. In addition, there was no statistically significant correlation between strategy use and test scores, which is inconsistent with previous research. Besides, we found a strong correlation between English and classical Chinese reading scores, but not between English and modern Chinese reading. Language as L1 or L2, curriculum and restricted test formats may partly explain the low correlations while social and educational environment can contribute to the high correlation observed. This study also serves as a rare example of a complete cycle of invariance test for ordinal data with a repeated design in Mplus. Implications for research and pedagogy were discussed.