English Reading Teaching Research Articles

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0796/a.php" alt="Hit counter" /></p>

Application Study of 5E Teaching Mode in Junior High School English Reading Teaching

The applied research of 5E teaching mode in English reading teaching in junior middle school is an important topic aimed at improving students reading ability and thinking quality. This teaching mode, derived from the constructivist teaching concept developed by American Biology Curriculum Research (BSCS), mainly includes five links: attraction (Engage), inquiry (Explore), interpretation (Explain), migration (Elaborate) and evaluation (Evaluate), which provides a platform for students to actively participate, deep thinking and cooperative learning.

The Practice of Discourse-based English Reading Teaching in High School from the Perspective of English Learning Activities — Taking the Unit Theme "Launching Your Career" as an Example

The paper outlines the meaning and significance of the English Learning Activity View and analyses the concept of writing teaching based on the English learning activity view. Take Summer Camp Helpers Wanted, a writing board in the selective compulsory for Launching Your Career of the Public Version of High School English (2019 Edition) as an example, explore how to implement the English learning activity view in high school English writing teaching, that is, to introduce the topic before writing to stimulate the students' interest in writing; to cultivate the students' higher-order thinking during writing;and to cultivate the students’ ability to evaluate each other in high school from the perspective of English learning activities. It is argued that teachers should actively establish correct teaching concepts and optimize the teaching design by applying the English Learning Activity View to effectively improve students’ language proficiency, thinking ability, cultural awareness and learning ability, thus improving students’ core literacy of English.

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

Impact of ID3 Algorithm-based Reading Resource Recommendation Model on College English Reading Teaching

Impact of ID3 Algorithm-based Reading Resource Recommendation Model on College English Reading Teaching

A Review of Content-Based Instruction on Critical Thinking in College English Reading Instruction

A Review of Content-Based Instruction on Critical Thinking in College English Reading Instruction

An Empirical Study on Online and Offline Blended Teaching Mode of College English Reading Teaching

Online and offline blended teaching mode is a new teaching mode which is in line with the needs of college English teaching reform and can effectively stimulate students’ interest in English learning. In college Engligh teaching, the improvement of reading ability is crucial for students to acquire knowledge. Moreover, English reading ability is the premise of developing other language skills. College English reading teaching has achieved a certain success at present, but there are still a lot of problems. For some students, their reading ability is still low, and their analytical ability is poor, which are not conducive to improve students’ listening, speaking, writing and translation abilities. Due to these problems, with the guidance of production-oriented approach (POA), this paper makes an empirical study on online and offline blended teaching mode of college English reading teaching for non-English majors in our university by means of data analysis and questionnaire survey. This paper tries to explore the following questions: 1) Whether online and offline blended teaching mode can improve English reading ability of non-English majors? 2) Does online and offline blended teaching mode affect students’ learning motivation, learning attitude and learning behavior? 3) What are the advantages of online and offline blended teaching mode? Through the study, it is found that online and offline blended teaching mode of college English reading teaching can effectively stimulate students’ interest in English learning and improve their English academic performance. On the other hand, it is also found that online and offline blended teaching mode has higher requirements for teachers’ teaching ability. This study has practical significance for improving online and offline blended teaching mode of college English reading teaching and enhancing the reading ability of non-English majors.

Application of Genre Padagogy in High School English Reading Teaching

Application of Genre Padagogy in High School English Reading Teaching

Research on the Application of the Activity-based Approach to English Learning in Senior English Reading Teaching

Research on the Application of the Activity-based Approach to English Learning in Senior English Reading Teaching

A Preliminary Study of Classroom Observation LICC—Taking TU Youyou Awarded Nobel Prize as an Example

Based on the practice of high school English reading teaching, this paper firstly introduces the information about the high school English reading teaching demonstration lesson; secondly, it uses scaffolding to explain the different types of scaffolding that the teacher builds for students’ learning in the demonstration lesson and the operation steps; furthermore, it adopts the four dimensions of students’ learning, teachers’ instruction, nature of the curriculum, and classroom culture to observe and analyse the demonstration lesson of the high school English teaching—Tu Youyou Awarded the Nobel Prize; finally, the demonstration lesson was commented and summarized.

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.

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.

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.

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.

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.

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.

The Design of English Reading Teaching under the Guidance of Deep Learning Theory-Taking Unit 5 Race to the Pole as an Example

Reading teaching plays a pivotal role in English language education, aiming to nurture students' comprehension, practical application, and creative transfer abilities. Deep learning theory underscores the importance of knowledge acquired through reading being logical, structured, and systematic, rather than scattered or fragmented. It advocates for a teaching approach where, under the guidance of teachers, students associate, mobilize, and activate their prior experiences to organize learning content in a coherent manner and construct a personal knowledge structure. This paper takes a piece of senior high school English reading material as an example to illustrate the design ideas of reading teaching based on the theory of deep learning.

The Application of Situational Teaching Method in Middle School English Reading Classes

With the deepening of the new curriculum standards and quality education in the secondary education stage, secondary school English teaching no longer only focuses on students’ English grades and vocabulary reserves, but also emphasizes the cultivation of students’ English application ability. English reading is an important part of middle school English education. In order to improve the quality and effectiveness of middle school English reading teaching, teachers should use emerging teaching methods such as situational teaching to further stimulate students’ interest and enthusiasm in English learning. This article will analyze the application value and principles of situational teaching methods in middle school English reading classes and explore the application strategies of situational teaching methods in middle school English reading classes.

On the Implementation of “Literature Circles” Teaching Model in English Reading Teaching

On the Implementation of “Literature Circles” Teaching Model in English Reading Teaching

The Cultivation of Thinking Quality in English Reading Teaching in Senior High School

The Cultivation of Thinking Quality in English Reading Teaching in Senior High School