English Reading Research Articles

The Application Research of 5E Teaching Model into the Blended English Reading Teaching of Chuxiong Medical College

The 5E model is a mode is based on constructivism, emphasizing student-centeredness. The 5E model into the blended teaching classroom and the wisdom tree learning platform was used and Xuexitong mini- program was used to deepen the reform of English- teaching of Chuxiong medical college, and effectively guide students to learn to think, analyze, evaluate and apply so as to improve students ability to learn higher-order thinking and the ability to apply English practically.

The Impact of Cultural Integration on English Reading Comprehension Ability

The Impact of Cultural Integration on English Reading Comprehension Ability

The Application of Genre-Based Teaching Methods in Expository Reading Instruction for High School English

Expository writing is a crucial component of English learning, particularly prominent in the English tests taken by high school students, where this genre carries significant weight. Given its importance, teachers should enhance their guidance on reading expository texts in the classroom, employing genre-based teaching methods to enable students to master the characteristics of expository writing. Through detailed instruction, ensure that students can thoroughly comprehend the information conveyed in expository texts, thereby elevating their overall English reading skills and analytical abilities.

Research on the Design of Junior High School English Reading Course Under CLIL Concept

Research on the Design of Junior High School English Reading Course Under CLIL Concept

Activating Translation: Louise Varèse’s Illuminations

ABSTRACT Against historically determined conventions that helped launch her career as a translator of French literature in the mid-twentieth century, this article reconsiders Louise Varèse’s translation of Arthur Rimbaud’s Illuminations, published with New Directions in 1946, as activating a range of cultural, historical, and critical interpretations that are not always anticipated by her source text. I read Varèse’s claims about rendering the “prismatic and protean quality” of Illuminations in her Translator’s Note, alongside Marjorie Perloff’s theory of Rimbaud’s “poetics of indeterminacy,” and translation Studies scholar Matthew Reynolds’s prismatic model of translation, to reframe Varèse’s much-lauded “accuracy” as an approach that instead highlights the interdependent relationship between Rimbaud’s French poetic text and its English translation, while also foregrounding Varèse’s historical and cultural intervention. Through a close textual analysis of “Side-Show,” Varèse’s English translation of Rimbaud’s poem “Parade,” and Varèse’s revision of the poem from 1957, I demonstrate the ways Varèse’s translation “activates” Rimbaud’s language for her English readers while thematizing the secondary nature of her translation.

Optimizing Medical English Teaching through Intercultural Competence: A Quantitative Analysis in Chinese Vocational Institutions

The purpose of this study is to investigate the effects of integrating cross-cultural competence into medical English teaching on improving the English learning outcomes of medical students in Chinese vocational colleges. Using quantitative research methods, a 16-week cross-cultural integration medical English teaching experiment was designed and implemented with 108 medical students in a vocational college. The 108 students were randomly divided into an experimental group and a control group. The experimental group was taught with cross-cultural content, while the control group was taught with traditional teaching methods. Before and after the study, students in both groups were tested on English listening, speaking, reading and writing skills, pragmatic skills, and intercultural competence. Through statistical analyses such as independent samples t-test, repeated measures ANOVA and structural equation modeling, the results of the study showed that: (1) the experimental group made significantly better progress than the control group in English listening, speaking, reading, writing, pragmatics, and cross-cultural competence; (2) cross-cultural competence partially mediated the improvement of the overall English proficiency; (3) cross-cultural competence had a significant impact on the experimental group's pragmatics and oral communication; and (4) cross-cultural competence had a significant impact on the experimental group's oral communication and pragmatics. s pragmatics and oral communication skills significantly. This study provides an evidence-based cross-cultural integration teaching model for medical English teaching, which can help Chinese vocational colleges and universities to cultivate medical talents with cross-cultural literacy to better meet the needs of international medical cooperation and communication.

A Corpus-based Comparative Study of Translators' Styles of Four English Versions of Chinese Classic

This article examines the translation styles of the first chapter of Six Chapters of a Floating Life at three levels using a corpus approach: readability calculations, statistical parameters, and the translation of culture-specific lexis. The translation by Pratt and Jiang has the most annotations and is easiest for the typical English reader to read. With an emphasis on the original language, Sanders' translation demonstrates the translator's goal of translating Chinese culture while veering toward thick translation. Black's translation is particularly unique because the translator frequently adopts the author's tone to infuse the original language with cultural context. The distinct socioeconomic and cultural backgrounds of the translators and the intended audience are the primary causes of the four translations' wildly divergent styles.

Readability and Higher Education Access: Exploring Community College Admissions Information on Websites

ABSTRACT Although United States community college enrollment rose in Fall 2023, the community college sector as a whole has contracted by 37% since 2010, representing over 2.6 million students. As a result, community college practitioners, specifically, those working in admissions and enrollment management should ensure that admissions instructions are simple enough so that students can read and comprehend how to apply for admission to community college. However, research at the four-year institutional level has found that admission information for prospective students is complex, often written above the 14th-grade English reading comprehension level. Here, this study gathered admissions application instructions from 949 community colleges in the United States to evaluate the grade-level readability of these instructions. The results suggest that the average readability level of community college admission information is near the 14th-grade level, with negligible differences between institutional sectors. Implications for practice and community college student access are addressed.

Effect of the development of precursor skills for literacy in Spanish on learning to read in English

The purpose of this study was to analyze the effects of Spanish literacy precursor skills on reading learning to read in the mother tongue and their degree of transfer to English. A quasi-experimental design was used, which allowed for a repeated measures comparison between two groups of students, who underwent a follow-up assessment one year after the end of the intervention. A total of 386 schoolchildren, aged 6–7 years at the time of the intervention, who were beginning to learn to read, participated in the study. The results show that the implementation of teaching models that favor the development of precursor reading skills in a first language, such as Spanish, contribute to the literacy process in a second language such as English, and that the benefits acquired are maintained over time.

The Effect of Discovery Learning in Improving SMAN 2 Tambang First-Year Students' Reading Comprehension at Recount Text

The research aims to enhance reading comprehension and text analysis skills through the Discovery Learning method. A quantitative approach was used, with data collected numerically and analyzed using SPSS. A quasi-experimental design was implemented over six sessions (one month and two weeks), involving experimental and control groups of Class X students. Both groups took pre-tests and post-tests to assess their performance before and after the treatment. The experimental group received Discovery Learning in recount texts. The results showed an improvement in the scores of the experimental group. Pre-test scores ranged from 52.8 to 95.7 with an average of 72.17, while post-test scores ranged from 72.6 to 95.7 with an average of 82.17. The control group's pre-test scores ranged from 29.7 to 100 with an average of 63.16, and post-test scores ranged from 52.8 to 100 with an average of 70.87. The average post-test score of the experimental group was higher than that of the control group (82.17 vs 70.87). These findings indicate that Discovery Learning significantly improves English reading comprehension in recount texts at SMAN 2 Tambang.

The Application of Schema Theory in English Reading

English reading has always been an important part of English learning. However, many non-English major Chinese students do not pay attention to the cultivation of reading ability, but only passively learn with the goal of exams. At the same time, due to cultural differences, many difficulties arise in the process of English reading teaching. The development of schema theory provides language researchers with a good idea for studying reading behavior, and it also provides guidance for the teaching process of English reading for Chinese university students. Therefore, this paper uses a literature analysis method to study how schema theory works in English reading in different teaching methods, hoping to provide more teaching ideas for teachers. The study shows that currently, mind mapping and information technology teaching can effectively improve college students' English reading ability. In the teaching process, students use mind mapping to grasp different formal schemas and conduct top-down reading based on the mind maps they draw. At the same time, new media teaching and mobile learning also expand students' content schemas, promoting systematic learning of language knowledge for students.

Artificial Intelligence in Higher Education: The Power and Damage of AI-assisted Tools on Academic English Reading Skills

The research explores the impact of AI-assisted tools on academic English reading skills in the classroom and personalized learning among university students regarding how AI tools complement students’ assessments. To conduct this research, 24 students were divided into two groups of equal size: a control and an experimental group, which will be involved in an experimental study: one group using solely conventional methods and another group using AI-assisted tools in addition to conventional methods. The goal is to gain evidence on the effectiveness of AI-powered tools in enhancing reading comprehension, vocabulary acquisition, and critical thinking while identifying potential damage, such as overreliance on AI and ethical implications. It employed a mixed-methods approach, which involved an experimental study, survey, and semi-structured interview with students who either have or have not utilized AI for English reading learning. In the experimental research, pre-and post-tests were used to compare the differences in English academic reading scores between two groups of students. The survey was used to determine the students’ opinions on the effectiveness of AI tools, and individual semi-structured interviews were employed to obtain more detailed information. The findings posit that the involvement of AI tools in facilitating traditional teaching and learning methods has a more significant positive effect on improving academic English reading skills in educational settings, offering better convenience and effectiveness for students. However, challenges such as overreliance on AI and ethical implications were emphasized. The research provides invaluable insights into the potential benefits and challenges of evolving AI tools to enhance higher education English reading skills in educational settings.

A Study on English Reading Teaching and Subject Literacy Cultivation Strategies in High School: The Impact of Task-Based Approaches in High School Reading

This study takes the task-based approach to English reading teaching as the entry point and explores its role in fostering high school students’ English subject literacy through research methods such as questionnaire surveys and teaching experiments. The results indicate that compared to traditional teaching methods, task-based English reading teaching can better cultivate students’ comprehensive English application abilities and enhance the level of subject literacy, especially showing significant effects on the integrated training of language knowledge and discourse ability. There is a positive correlation between students’ English reading ability and subject literacy. The study proposes targeted strategies for English reading teaching to promote the development of subject literacy. This research provides theoretical basis and practical pathways for promoting task-based English reading teaching reform and achieving literacy-oriented teaching goals.

Sekolah versus madrasah: navigating the varied effects of multilevel factors on student English reading performance.

ABSTRACT This study examines multilevel factors shaping Indonesian student performances attending non-madrasah/sekolah and madrasah schools. Using multistratified sample design and grouped based on their school system, data from 30 schools, 64 teachers, and 1,319 students were analysed. Focusing on student, teacher, and school-level variables, hierarchical linear modelling revealed that reading difficulties and anxiety, along with school climates emphasizing achievement pressure and discipline, significantly influenced reading outcomes in both groups. Students grappling with heightened learning complexities and anxiety faced the greatest challenges. Interestingly, madrasah students thrived within competitive environments emphasizing high achievement pressure and minimal disciplinary constraints, while sekolah students who excelled in settings that valued discipline over relentless achievement pressure performed better. Unique influences emerged: peer relationships and anxiety directly affected reading scores in sekolah, while gender was the sole predictor in madrasah. Interaction effects among these multilevel factors in shaping student reading achievement across diverse educational settings were revealed.

INFLUENCE OF DIRECT INSTRUCTION SPOKEN ENGLISH (DISE) PROGRAMMES ON LEARNING ENGLISH AS A SECOND LANGUAGE IN DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT

The purpose of this study was to investigate the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The study adopted a descriptive survey design. The target population for this study consisted of students, teachers, head teachers, and the Director of Studies (DOS) in Bugesera district, which amounted to a total of 253 participants. The sample size was 145 people, including 26 English teachers, 108 students, 7 Directors of Studies (DOS), and 4 head teachers. Results on first objective indicated that 80.8% strongly agreed that providing progress-monitoring English assessment is among the direct instructions for speaking English programmes. 92.3% strongly agreed that providing progress-monitoring English assessments, 61.5% strongly agreed that taking advantage of students native-language literacy skills, and 69.2% strongly agreed that teaching academic and English,80.8% strongly agreed that engaging students with fast-paced, multi-sensory activities are among the direct instructions for speaking English. Results on second objective indicated that 76.9% strongly agreed that creating an English, 69.0% strongly agreed that the degree of learning English as a second language is indicated by English-language teaching guidelines, 61.5% strongly agreed that the level of studying English as a second language is shown by practicing speaking English with other students, and 73.1% strongly agreed that responding to questions in English demonstrates proficiency in English as a second language. These findings suggest Finally, the third objective and research question are the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The correlation matrix between independent variables (engaging students with fast-paced, multi-sensory activities, providing progress-monitoring English assessment, teaching academic and English vocabulary, etc.) and dependent variables (improved English speaking, improved English reading skills, and improved English writing skills) shows positive significance since the p-value was less than 0.05. These programmes, which focus on explicit teaching of language skills like grammar, vocabulary, and pronunciation, lead to significant improvements in oral proficiency. The structured nature of these programmes, along with interactive activities, reinforces learning and builds confidence in using the language. Therefore, there is a need to investigate the long-term effects of direct instruction in spoken English programmes on the language proficiency and academic performance of students.

Implementation of Metacognitive Reading Strategies to Improve English Reading Ability: A Systematic Review

Proficiency in English reading is crucial for overall language competency, as learning relies heavily on written materials. In recent years, experts and scholars have started to regard learning and employing metacognitive reading strategies as an important method for improving English reading comprehension. This systematic review investigated the application of metacognitive reading strategies for enhancing English language reading comprehension ability. This analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. By using certain search keywords, a total of 20 articles concerning the implementation of metacognitive reading strategies for improving English reading comprehension ability were identified from databases that included Scopus, Science Direct, Web of Science, Academic Search Complete, and the Education Resources Information Center. The synthesis of findings indicate a prevalent use of the Metacognitive Awareness of Reading Strategies Inventory and its revised editions, along with a notable emphasis on problem-solving strategies. Moreover, this systematic review highlights the positive effect of metacognitive reading strategies for improving English language reading comprehension ability. Additionally, the study offers pedagogical recommendations for teachers teaching English as a foreign or second language.

Application of Schema Theory in English Reading Comprehension Teaching in Senior High School

English reading is a basic language skill, and the level of English reading comprehension is directly related to the level of learners’ language ability. In recent years, the new curriculum standards and the new college entrance examination reform have put forward higher requirements for high school students’ English reading comprehension ability. However, English teachers pay much more attention to vocabulary, sentence patterns and grammar knowledge, and to some extent neglect the cultivation of the cultural knowledge, genre structure and reading strategies at present. English reading teaching based on schema theory emphasizes linguistic knowledge as the basis, activating the existing schema, enriching the background knowledge and grasping the discourse structure, so as to achieve a comprehensive understanding of the text. Therefore, this paper combines schema theory with English reading teaching, and analyzes how to effectively use schema theory to help students effectively read and improve their reading ability from three stages: before reading, while reading and after reading.

Research on the Content Validity of the English Reading Test in Harbin Senior High School Entrance Examination

The Academic Test for the Junior High School Students, as a kind of academic level examination, plays a crucial role in the selection and streaming of talents at the secondary school level in China. Reading is an essential skill that language learners need to master, and it has a large proportion in the English test of the High School Entrance Examination (HSEE). Therefore, studying the validity of English Reading Test in the HSEE can not only provide the examiner of the HSEE with data references for judging the validity of the reading test, but also provide references for English teachers to innovate teaching methods, as well as cultivating the students' English reading strategies and achieving the overall improvement of the reading ability. Focusing on English Reading Test in Harbin HSEE (2019-2023), this research selects the framework of test characteristics proposed by Bachman and Palmer and analyzes discourse input and expected response to explore the content validity by using textual, quantitative and comparative analyses. The results show that English Reading Test in Harbin HSEE (2019-2023) has a certain degree of content validity and basically meet the requirements of the exam syllabus, but problems still exist. The presentation form of the test text is monotonous, the difficulty gradient is unreasonable and the assessment of reading skills is insufficient.

Teaching Practice of Middle School English Reading under Deep Learning

With the continuous promotion of quality education, deep learning has become one of the core concepts in the development of middle school education. In traditional English reading teaching, the implementation of teaching work can no longer meet students’ current English learning requirements. Based on this, the author will focus on the deep learning method in this article, analyze the current situation of middle school English reading teaching and explore the development path of middle school English reading teaching under the concept of deep learning, providing reference and assistance for the innovation and reform of middle school English teaching.

Exploring the Design Strategy of English Reading Class Based on “Question Chain”

In high school English reading teaching, teachers use questions to build scaffolding for students. Students read, think and self-assess with the help of questions. Therefore, the effectiveness of teacher question design plays an important role in improving students' English language core accomplishment. Teaching activities must be carried out in the form of questions. The quality of questions raised in the teaching process can help students clarify their thinking and directly affect the effect of classroom teaching. "Question chain" is based on students' cognitive level, combined with teaching objectives, in the teaching process to design moderate difficulty, interlocking questions, to help students establish diversified learning habits and thinking. A chain of problems is a series of coherent, hierarchical, logical, integral, progressive and interlocking problems. Question chain design can ensure the effectiveness of questions, provide paths and guarantees for the development of students' thinking quality, and provide methods and motivation for the improvement of teachers' professional quality. This paper focuses on the connotation and design principles of question chain teaching, and discusses the design strategies and principles of English reading class based on question chain based on the background of middle school students' English reading class.