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Journal articles on the topic 'English reading skills'
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1
Phindane, Pule. "Reading Skills Acquisition in English:." Journal of Psychology 5, no. 1 (July 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.
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Hu, Min. "The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills." Theory and Practice in Language Studies 9, no. 1 (January 1, 2019): 45. http://dx.doi.org/10.17507/tpls.0901.07.
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This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.
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D'ANGIULLI, AMEDEO, LINDA S. SIEGEL, and EMILY SERRA. "The development of reading in English and Italian in bilingual children." Applied Psycholinguistics 22, no. 4 (December 2001): 479–507. http://dx.doi.org/10.1017/s0142716401004015.
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Canadian children (n = 81; 9–13 years) who spoke both English and Italian were administered phonological, reading, spelling, syntactic, and working memory tasks in both languages. There was a significant relationship between English and Italian across all phonological tasks. The relationship was less evident for syntactic skills and was generally absent for working memory measures. Analyses of phonological, syntactic, and memory processes based on levels of skill in English reading showed significantly better performance by skilled readers compared to less skilled readers; this was also true for the 11- to 13-year-olds compared to the 9- to 10-year-olds. Similar results were obtained as a function of levels of skill in Italian reading. On all Italian tasks, the bilingual children lagged behind monolingual children matched on age. However, less skilled and skilled bilingual Italian children had significantly higher scores than monolingual English–Canadian children (with comparable reading skills) on English tasks involving reading, spelling, syntactic awareness, and working memory. The results suggest that English–Italian interdependence is most clearly related to phonological processing, but it may influence other linguistic modules. In addition, exposure to a language with more predictable grapheme–phoneme correspondences, such as Italian, may enhance phonological skills in English.
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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (December 23, 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.
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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.
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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.
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Dickson, Euan, Laura Manderson, Mateo Obregon, and Maria Garraffa. "Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills." Languages 6, no. 1 (March 20, 2021): 55. http://dx.doi.org/10.3390/languages6010055.
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This study describes the validation of a reading assessment developed for speakers of Scottish Gaelic, an endangered language spoken in Scotland. The test is designed to investigate the areas of reading for understanding, reading errors and reading speed. This study will present the data on a group of Gaelic/English speakers on both the Gaelic and the English version of the test and of a group of English speakers on the English version of the reading test, aiming at comparing reading abilities in children attending a Gaelic medium education (GME) and children in English medium education (EME) living in the same urban area. The paper reports two studies. The first study presents data on 77 children bilingual in Gaelic/English recruited across four levels of primary school on reading in Gaelic. The second study looks at the performance on a version of the test adapted for English, comparing the performance of two groups of children (bilinguals Gaelic/English and monolinguals English) on several linguistic skills, including sentence comprehension and reading. About 40 monolingual English subjects in EME, living in the same urban area, were administered the English version. The reading abilities of the children attending EME and GME schools were comparable, supporting the idea of no disadvantage on reading from attending a school with the medium of a minority language. If differences were found, these were in favour of the bilingual Gaelic/English children, who attained better results in all linguistic tasks in English in the older groups.
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Malaj, Lavdosh. "Summary Strategies for Literary Texts in English." Studies in Logic, Grammar and Rhetoric 65, no. 1 (December 1, 2020): 7–20. http://dx.doi.org/10.2478/slgr-2020-0043.
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Abstract One of the problems when students go to university is that they are faced with insufficient skills (reading, summarizing and writing). These skills are not just an option for students – they are a necessity. One of these skills is text summarizing. Summarizing strategies may be called the gist of the literary text. Different summarization strategies may be required for different text types and lengths. The ability to summarize well means your reading comprehension and writing skill should be excellent. Summarization is a high-level comprehension strategy which is effective in improving reading achievement and text summary quality. Several approaches have been developed to analyse summarizing skills which are required to teach and learn English at all levels especially at university level. The research was conducted among students of the second year English department at University of Vlora. The summaries reflect the major differences among the strategies used by skilled and unskilled students. The skilled students produce coherent linguistic and syntactic structures. Skilled (high-proficiency) students use semantic and prepositional phrases more than unskilled students (low-proficiency). Thus, the skilled students do not distort ideas of the original text but distort subject-verb order. When they summarize, we can easily distinguish the way in which they combine idea units across two or more paragraphs. The summaries reflect that students write very long sentences. The margin of errors is considerable due to the mother tongue influence and their level of English.
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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.
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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.
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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.
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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.
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Nosko, Artyom. "Development of reading skills in teaching English." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 204–11. http://dx.doi.org/10.51889/2021-2.2077-6861.23.
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The article describes the relevance and significance of developing reading skills in the modern world as a tool for transmission and obtaining of information. The author introduces the algorithms and stages of working with the texts and their implementation at the English language lessons. In this article, the main focus is on using such kinds of reading strategies: in-depth reading, skimming, and scanning in language classes. The article also identifies the importance of using strategies for any kind of the purpose of reading. To successfully understand the text, the learner must master a set of techniques and strategies. The use of strategies is individual, but to choose what strategy applies, the learner must be aware of them. In this case, the questionnaire about using reading strategies at the lesson, to understand the general awareness among 24 8th grade students was proposed. This article is written as additional component for final diploma project.
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Floris, Flora Debora, and Marsha Divina. "A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 20, no. 1 (August 29, 2015): 37. http://dx.doi.org/10.15639/teflinjournal.v20i1/37-47.
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The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.
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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.
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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.
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Alshahrani, Haya Ali. "Strategies to Improve English Vocabulary and Spelling in the Classroom For ELL, ESL, EO and LD Students." International Journal of Modern Education Studies 3, no. 2 (December 19, 2019): 65. http://dx.doi.org/10.51383/ijonmes.2019.41.
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Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced vocabulary skills were reading strategies, story book reading strategies, and memorization strategies. The strategies that enhanced spelling skills were Cover, Copy, Compare (CCC) and writing strategies. Results showed that the strategy of storybook reading enhanced the vocabulary skills among both English Only and ESL students. Writing strategies resulted in spelling skill improvement for students with LD. Future research should focus on the CCC strategy application to improve their vocabulary skills for ESL students who also have LD.
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Ahmed, Dr Ishag Adam Hassan. "Problems in English Communicating Skills for Learners of English." International Journal of Contemporary Research and Review 9, no. 07 (July 7, 2018): 20484–91. http://dx.doi.org/10.15520/ijcrr/2018/9/07/548.
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This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.
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Aisyah, Rasyidah Nur, and Barotun Mabaroh. "FACILITATING A WEB-BASED EXTENSIVE READING COURSE WITH “EDMODO” TO PROMOTE STUDENTS’ PROFIENCY IN READING." Journal of Languages and Language Teaching 9, no. 2 (April 22, 2021): 188. http://dx.doi.org/10.33394/jollt.v9i2.3467.
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Reading is a language skill that demands understanding. This understanding is determined by knowledge, experience, interest, and interest in a text. Based on the researcher's experience, most PGRI Wiranegara University students are less enthusiastic and have difficulty learning reading skills in English. The application of Edmodo as an E-Learning media is a personal microblogging-based learning medium that can be used to improve reading skills. The data source of this research is the fifth-semester students of the English Education study program at PGRI Wiranegara University. The research data were obtained from observations, tests, documentation, and student questionnaires. The results showed that the application of Edmodo as an E-Learning media could be applied to independent learning of reading skills. Besides that, it is also a medium that can connect lecturers and students to communicate outside the campus. Analysis of student test results shows that students have reached an average score of 87, which means they have met the minimum completeness standards. Based on the results of the questionnaire, learning through Edmodo can motivate students to practice reading skills. Based on the results of this study, it can be concluded that the application of Edmodo as an E-Learning media has been successfully applied to reading skills in learning English. In addition, Edmodo can also be applied to other language skills besides reading skills.
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Ahmad, Zakia. "The Effect of Teacher Attitudes on Students’ English Reading Proficiency." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 25–34. http://dx.doi.org/10.34293/english.v8i4.3387.
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One of the most important language skills of a literate person is the skill to read. They are reading means ‘reading and understanding’ (Ur, 1999). Students in Bangladesh go through a long process of education but still do not attain this skill proficiently; even at the secondary level of education, they are unaware of the importance of reading. The English reading proficiency of students is dependent on the instruction they receive. Students do not realize that comprehension is the most important part of reading. The relationship between education and language is interdependent, and failure to acquire language skills leads to failure in education. This study has focused on the attitude of teachers towards teaching English reading, how it affects their mode of instruction, and how, in turn, this affects the reading proficiency of students. Analysis of results revealed thata negative teacher attitude towards reading produces low proficiency readers of English. The research was carried out on both teachers and students. The results have shown that neither the students nor the teachers are aware of the reading strategies or sub-skills that they are required to employ while reading. Students do not know how to approach their reading materials, nor do they apply the reading strategies necessary for comprehension. The study has shown that the teachers themselves are not aware of these strategies, and thus, they cannot apply them to their teaching.
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Altmisdort, Gonca. "The Effects of L2 Reading Skills on L1 Reading Skills through Transfer." English Language Teaching 9, no. 9 (July 9, 2016): 28. http://dx.doi.org/10.5539/elt.v9n9p28.
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<p>This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.</p>
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LAFRANCE, ADÈLE, and ALEXANDRA GOTTARDO. "A longitudinal study of phonological processing skills and reading in bilingual children." Applied Psycholinguistics 26, no. 4 (October 2005): 559–78. http://dx.doi.org/10.1017/s0142716405050307.
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French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.
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Alfian, Alfian. "STRATEGIES IN IMPROVING READING SKILLS OF UNIVERSITY ENGLISH LEARNERS." Nazharat: Jurnal Kebudayaan 25, no. 1 (June 1, 2019): 1–12. http://dx.doi.org/10.30631/nazharat.v25i1.6.
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Studies on language learning strategies (LLS) have been conducted elsewhere in the world, however, there were very limited studies on student learning strategies in improving reading skills. Therefore, this study is aimed to identify the strategies used in improving reading skills. This case study was conducted by distributing questionaire involving 200 English Education and English Literature students as the sample of this study. The finding of this study demonstrated that the respondent use the LLS, such as memory, metacognitve, compensation, cognitive, affective, and social in improving reading skill. However, most of respondents reported to use metacognitive strategy at the most. The results also indicated that there are five most and five least strategies used by the respondents. This research is very useful as a reference in the framework of developing strategies for reading in tertiary institutions.
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Zafar, Tehmina, Muhammad Arfan Lodhi, and Shamaila Iqbal. "Teaching English reading skills through Oxford Reading Circle (ORC) textbook among ESL learners of grade 8." International Journal of Childhood, Counselling and Special Education 2, no. 2 (June 2021): 85–102. http://dx.doi.org/10.31559/ccse2021.2.2.2.
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Reading skills though considered passive skill but play significant role in developing speaking and other skills among ESL learners. However, in the developmental process of reading skills, researchers have investigated the reading barriers that affect the learners’ reading comprehension. Most specifically, the lack of using effective reading teaching strategies for the enhancement of reading skills are common in early age students. Therefore, this study validates the significance of reading skills, investigates reading hurdles, examines the reading strategies used by teachers, and manipulates the role of the Oxford Reading Circle book grade 8 in the development and enhancement of reading proficiency among ESL learners. The experimental design is applied for this research on randomly selected 50 students. Furthermore, descriptive framework was adopted to obtain teachers’ perspectives about the textbook used as treatment in the experimental phase. The research tools developed for this study were questionnaires and tests. The obtained data was analyzed by using descriptive statistics technique and paired sample t-test in SPSS. The findings of current study demonstrate the importance of reading skills for ESL learners; explore the reading hurdles that learners have to face and determine the significant role of ORC book grade 8 on the enhancement of reading skills. The findings recommended that the teachers and English teaching contents both play crucial role in developing reading proficiency of ESL learners. It is also suggested that teachers should make use of effective pedagogical practices to develop reading skills habits and enhance reading proficiency among ESL learners.
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YEONG, STEPHANIE H. M., JANET FLETCHER, and DONNA M. BAYLISS. "Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults." Applied Psycholinguistics 38, no. 1 (May 5, 2016): 181–210. http://dx.doi.org/10.1017/s0142716416000151.
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ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each group. The results showed group differences in phonological processing, with English monolingual adults having better phonological skills than both groups of bilingual adults. No significant group differences were found for orthographic processing. Regression analyses showed phonological skills were a unique predictor of English word reading for both bilingual groups, but not for the English monolingual group. Orthographic skills were a significant predictor of English word spelling, but only for the English monolingual adults. This suggests there may be a long-lasting influence of being exposed to two contrasting languages on skills underlying literacy in bilingual individuals.
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Mardiyah, Mutmainatul. "Penerapan Pembelajaran Autonomi dalam Meningkatan Keterampilan Membaca Text Bahasa Inggris." Jurnal Inovasi Pendidikan MH Thamrin 2, no. 2 (September 12, 2019): 33–42. http://dx.doi.org/10.37012/jipmht.v2i2.41.
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To describe how autonomous learning increases students’ English text reading skills. The research was conducted at Faculty of Economics, MH. Thamrin University, East Jakarta. The result of the research is as follows: (1) autonomous learning implementation at Faculty of Economics, MH. Thamrin University is generally good. The achievement of all indicators of autonomous learning is very high. (2) Students’ English text reading skills at Faculty of Economics, MH. Thamrin University is generally very good. The achievement of all indicators of reading skills strategies is very high. (3) Autonomous learning has been successfully implemented to increase the students’ English text reading skills at Faculty of Economics, MH. Thamrin University. Based on the research result, the students’ English text reading skills could be enhanced by deeply implementing the indicators of autonomous learning through 1). Developing self-awareness, 2). Developing effective learning strategies, 3). Developing thinking skills, 4). Developing organizational skills, 5). Developing cooperative skills, 6). Developing metacognitive skills, 7). Developing problem solving dan supporting others. It proves that autonomous learning can increase students’ English text reading skills.
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Mardiyah, Mutmainatul. "Peningkatan Keterampilan Membaca Teks Bahasa Inggris melalui Autonomous Learning." Jurnal Inovasi Pendidikan MH Thamrin 3, no. 1 (September 17, 2019): 35–42. http://dx.doi.org/10.37012/jipmht.v3i1.84.
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To describe how autonomous learning increases students’ English text reading skills. The research was conducted at Faculty of Health, MH. Thamrin University, East Jakarta. The result of the research is as follows: (1) autonomous learning implementation at Faculty of Health, MH. Thamrin University is generally good. The achievement of all indicators of autonomous learning is very high. (2) Students’ English text reading skills at Faculty of Health, MH. Thamrin University is generally very good. The achievement of all indicators of reading skills strategies is very high. (3) Autonomous learning has been successfully implemented at Faculty of Health,MH. Thamrin University to increase the students’ English text reading skills. Based on the research result, the students’ English text reading skills could be enhanced by deeply implementing the indicators of autonomous learning through 1). Developing self-awareness, 2). Developing effective learning strategies, 3). Developing thinking skills, 4). Developing organizational skills, 5). Developing cooperative skills, 6). Developing metacognitive skills, 7). Developing problem solving dan supporting others. It proves that autonomous learning can increase students’ English text reading skills.
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CHIAPPE, PENNY, LINDA S. SIEGEL, and ALEXANDRA GOTTARDO. "Reading-related skills of kindergartners from diverse linguistic backgrounds." Applied Psycholinguistics 23, no. 1 (March 2002): 95–116. http://dx.doi.org/10.1017/s014271640200005x.
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This study examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phonological and language processing at the beginning and end of kindergarten were administered to 540 native English speakers (NS), 59 bilingual children (BL), and 60 children whose initial exposure to English was when they began school (ESL). Although the BL and ESL children performed more poorly than the NS children on most measures of phonological and linguistic processing, the acquisition of basic literacy skills for children with different language backgrounds developed in a similar manner. Furthermore, planned contrasts between the language groups did not explain the variance in the children's literacy performance in May. Instead, alphabetic knowledge and phonological processing were important contributors to early reading skill. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English.
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Калько, В. О. "Developing English reading skills of secondary school students." Scientific and methodological journal "Foreign Languages", no. 4 (November 30, 2015): 19–22. http://dx.doi.org/10.32589/im.v0i4.122496.
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Zamsha, A. V. "ENGLISH READING SKILLS FORMATION IN HEARING IMPAIRMENT PUPILS." Innovate Pedagogy 17, no. 2 (2019): 91–94. http://dx.doi.org/10.32843/2663-6085-2019-17-2-20.
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Pratiwi, Etty. "STRATEGIES OF READING SKILLS FOR ENGLISH LANGUAGE CLASS." Esteem Journal of English Education Study Programme 2, no. 1 (January 14, 2020): 1. http://dx.doi.org/10.31851/esteem.v2i1.3470.
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Dean, Sue, and Val Houldey. "Reading for Learning - Information Retrieval Skills in English." Literacy (formerly Reading) 31, no. 3 (November 1997): 9–15. http://dx.doi.org/10.1111/1467-9345.00058.
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Dimaano, Matilda Heralde, and Ngô Thị Thu Hương. "Performance and difficulties in English language macro-skills by freshman students in selected colleges in Bacgiang City, Vietnam." Journal of English Language and Literature 11, no. 3 (June 30, 2019): 1139–48. http://dx.doi.org/10.17722/jell.v11i3.416.
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Knowledge in four macro-skills (i.e., listening, speaking, reading, and writing) are needed by learners for effective communication. The consistent search for improvement on these macro-skills helps promote self-development, effective communication and success in many different environments and context. Learners are motivated by opportunities that may come during learning of macro-skills which in turn allow the skills to subconsciously grow and develop naturally within the learner. This study aims to evaluate the performance and difficulties in English language macro-skills of freshmen Vietnamese students in selected Colleges in Bacgiang City. It made use of the descriptive method of research. The subjects of the study are 299 first year college students taking up basic English course in the three colleges in Bacgiang namely: Ngo Gia Tu College, Industry and Technology College and Vocational College. The data gathering instrument used is a teacher-made test. Results of the study showed that the level of students’ performance in the macro-skills of reading, writing, listening and speaking were all average. There were significant differences in the students’ performance among the macro-skills indicating non-relatedness of the macro-skills to each other. Students encountered difficulties in comprehension for macro-skills in reading and listening; while sharpening writing skill is the difficulty encountered for the macro-skill in writing; and pronunciation for the macro-skill in speaking. The most serious among the difficulties in macro-skills are those that pertain to comprehension both in reading and listening. The findings of the study suggest that English teachers have to be encouraged to provide more language exercises for their students to improve their language deficiencies; intervention measures must be developed based on the language deficiencies identified; similar studies on English language macro-skills will have to be conducted in universities to determine their students’ language performance and difficulties.
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Supriadi, Ivan Asep, Elva Utami, and Melati Melati. "AN ANALYSIS OF STUDENTS’ READING SKILLS BY USING MIND MAPPING TECHNIQUE." Edu-Ling: Journal of English Education and Linguistics 3, no. 2 (October 1, 2020): 237. http://dx.doi.org/10.32663/edu-ling.v3i2.1415.
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Although reading has been learned by students since they start to learn the English language but it still becomes the most difficult skill to be acquired than speaking, writing, and listening. It is a possibility caused by the students have a limitation of knowledge about reading roles, different learning styles, lazy to read, and low motivation for effective reading because of a too-long passage and different types of text. Therefore, students must be serious to acquire this skill. In this article, the writers would like to introduce a suitable approach for teaching reading using mind mapping techniques. The results of the data, the researcher concludes that the students’ have some difficulties in identifying reading skills and understanding the mind mapping, many of the students have difficulties in this factor because the result shows a high number of percentage give the answer very not good and not good. The last is the result of learning English, most of the students have enough understood about teaching and learning English. After reading this article, the writer expects that this article can help English teachers to apply suitable approach for teaching reading of English texts.
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Archambault, Catherine, Sterett H. Mercer, Michèle P. Cheng, and Sonja Saqui. "Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs." Canadian Journal of School Psychology 34, no. 2 (February 14, 2018): 113–32. http://dx.doi.org/10.1177/0829573518757790.
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Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.
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Aslamiah, Suaibatul. "READING GENRE IN TEACHING AND LEARNING ENGLISH." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 15, no. 1 (February 3, 2021): 39. http://dx.doi.org/10.35931/aq.v15i1.462.
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Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.
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Wulandari, Yuni, Indah Damayanti, and Alamsyah Harahap. "THE ANALYSIS OF THE PROPORTION OF LANGUAGE SKILLS IN ENGLISH TEXTBOOK GRADE XI PUBLISHED BY KEMENDIKBUD 2014." Journal of English Education and Teaching 2, no. 3 (February 14, 2019): 40–49. http://dx.doi.org/10.33369/jeet.2.3.40-49.
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This study analyzed the proportion of language skills in English textbook using descriptive quantitative method. This study aimed to find out the proportion of language skills in English textbook grade XI published by Kemendikbud 2014, and to find out the suitability of language skills in English textbook grade XI published by Kemendikbud 2014 and the goal of English subject's syllabus for Senior High School. The object of this research was English textbook for grade XI (Senior High School) published by Kemendikbud 2014 (1st and 2nd semester). The instrument used was evaluation checklist to collect the data about the proportion of language skills. The result showed that the textbook focuses more on writing skills (35%), grammar (32%), speaking (25%), reading (7%), and listening had the lowest proportion of (1%). The result of the evaluation showed that this textbook represent the writing skill that integrated with other skills. This textbook has the appropriate proportion on two skills (writing and speaking) however, it has inappropriate proportion on other two skills (listening and reading).
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Anjarwati, Rosi, Ima Chusnul Chotimah, and Lailatus Sa'adah. "STUDENTS ORDER THINKING SKILL IN LEARNING ENGLISH." Jurnal ELink 6, no. 2 (December 31, 2019): 190. http://dx.doi.org/10.30736/el.v6i2.171.
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This research aims to know the students order thinking skill from their written answer in reading skills. By knowing their order thinking skill, it is used as basic for the teachers to design the learning process which fit to improve students higher order thinking. This research used qualitative design, content analysis, which is analyzed students answer document in reading skill. The data is the students answer in reading skill by using herringbone technique. The data shows that 18 students are in Low Order Thinking Skill (LOTS) in which in making several questions based on WH- Questions they only do the repetition and imitation from the information given, 11 students are in Middle Order Thinking Skill (MOTS) in which they are able to think in different domain, and only 1 student is in Higher Order Thinking Skill (HOTS) in which he can improve and create an idea from the information given.Key words: HOTS, Order Thinking, Reading
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Anandhi, M. "Evolving a Development Oriented, Comprehensive Approach using Digital Humanities to Acquire Reading Skills." Shanlax International Journal of English 9, no. 1 (December 1, 2020): 18–21. http://dx.doi.org/10.34293/english.v9i1.3459.
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To become proficient in any language reading becomes the most important skill to be achieved. When it comes to English,Reading becomes one of the major skills of the language. Reading can be defined as an art of comprehending words then mastering sentences to paragraphs then to the whole content. Studies have found that the more a person reads the more skilful he becomes with speaking as with the use of vocabulary. Skills of reading can be acquired through continuously reading and comprehending ,developing a full understanding over the content, fluent in the usage of the read vocabulary leading to independence in oration. The skills of reading for a non-native (ESOL) speaker is cumbersome and acquiring the skills become pretty important and integral part of life,with English becoming important as the Global Lingua-Franca. With all these factors reiterating the importance of reading as an important skill, the digital natives of today actually have failed to understand the importance of reading at all. The ability of the language usage among Non-native speakers is directly proportional to their reading habits is a research finding. This article focuses on the development oriented, approaches using the digital platform to improve reading skills and to make reading easier & comprehensible to the non-native speaker. It also analyses on the various online resources available to improve the habit of reading in young learners, and checks the effectiveness of these platforms.
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Ikhsan, Muhammad Khairi. "THE ALTERNATIVE STRATEGIES FOR TEACHING READING SKILL FOR EFL STUDENTS." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 18, no. 1 (November 17, 2017): 107. http://dx.doi.org/10.24036/komposisi.v18i1.6517.
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One thing that can not be denied by the English teachers is teaching English skills. One of the skills that should be taught by the teacher is reading skill. For EFL students, reading is considered as a complicated skill to be comprehended. They tend to have problems to master this skill. There are some common problems made by the EFL students related to reading. For instance, they are difficult to understand the text and find the information from the texts given, and also its hard for them to determine the main ideas of the text. Besides, from the teacher’s perspective, they commonly not applying some appropriate strategies to teach reading. So, reading activities in the classroom sometimes supposed to be boring. Therefore, this paper is aimed at showing some strategies that can be applied by the teachers to make reading activities in the classroom become an interesting one
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Olaya, Marian Lissett, and Gladys Marta Elena González-González. "Cooperative Learning Projects to Foster Reading Skills." GIST – Education and Learning Research Journal 21 (December 21, 2020): 119–39. http://dx.doi.org/10.26817/16925777.835.
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Abstract
This paper reports an action research study on cooperative learning projects for engineering students at a public university. The study is aimed at improving reading skills through the use of four cooperative learning projects implemented during the English classes. Information gathered from a survey, a group’s interviews, and the teacher’s journal was collected and analyzed to determine the categories after being coded. Findings suggest that students significantly enhanced their reading skills by working cooperatively. Conclusions also highlight the notion that cooperative learning strengthens English reading skills and fosters leadership, decision making, communication and problem-solving abilities. Additionally it increases participation, motivation and goal achievement in Students language learning process.
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Pokharel, Parbati Kumari. "Learning to Read and Reading to Learn in English." Journal of NELTA Surkhet 5 (April 1, 2018): 75–81. http://dx.doi.org/10.3126/jns.v5i0.19490.
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Reading is one of key language skills which enables the readers to learn many things i.e. reading is the gateway of knowledge. Enabling the readers to read in English is one of the major issue in ELT. This article defines reading as the key skill with various reading strategies and comprehension as the goal of reading. It is based on the secondary sources of data basically based on the review of related literature and attempts to review on learning to read and reading to learn in English in particular.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 75-81
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Chovancová, Barbora. "Mediation in Legal English Teaching." Studies in Logic, Grammar and Rhetoric 45, no. 1 (June 1, 2016): 21–35. http://dx.doi.org/10.1515/slgr-2016-0013.
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Abstract Mediation is a language activity that has been unjustly neglected when preparing law students for their future professional careers. When trained in a professional context, students need to develop and improve complex communicative skills. These include not only the traditional language skills such as reading, writing, listening and speaking, but also more advanced skills such as summarizing, providing definitions, changing registers etc. All these are involved in the students’ acquisition of ‘soft skills’ that are particularly important for students of law since much of their future work involves interpersonal lawyer-client interaction. This article argues that mediation is a crucial (though previously underestimated) skill and that law-oriented ESP instruction should provide training aimed at developing this skill. Showing a practical application of this approach, the paper demonstrates that mediation can be successfully integrated in the legal English syllabus and make the learning of legal English more effective.
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López Cupita, Lorena Andrea, and Laura Milena Puerta Franco. "The Use of Infographics to Enhance Reading Comprehension Skills among Learners." Colombian Applied Linguistics Journal 21, no. 2 (November 7, 2019): 230–42. http://dx.doi.org/10.14483/22487085.12963.
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This article describes a pedagogical intervention carried out at a public university in Colombia. A total of 26 psychology students, aged between 19 and 26 years old, taking English classes for academic purposes, and in their fourth semester, participated in this study. This intervention was implemented for an academic semester and aimed to help learners develop their English reading skills—from literal to critical comprehension of short academic texts— through the use of infographics, which are visual tools that combine texts and graphs to help users communicate information. Teachers used students’ infographics to assess their understanding of short academic texts in English, and they interviewed students to learn their opinions on the intervention. Further, teachers implemented a colour-coding technique in interview transcripts to show relevant patterns in the student opinions. This data analysis indicated that the students clearly understood the ideas from the texts because they were able to go beyond reading to dynamise information in the infographics while using the visual aids as mediators in expressing their ideas. In conclusion, the infographics were beneficial in developing the students’ reading skills. They presented an opportunity for the students to paraphrase main ideas from the texts and represent their understanding of the readings. In addition, this pedagogical intervention was useful for teachers because it enabled them to explore reading comprehension using a new strategy that might be helpful in English classes.
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Liu, Mengna. "The Effect of Mobile Learning on Students’ Reading Self-Efficacy: A Case Study of the APP “English Liulishuo”." English Language Teaching 13, no. 12 (November 30, 2020): 91. http://dx.doi.org/10.5539/elt.v13n12p91.
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A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students’ reading self-efficacy, i.e. whether the use of mobile learning can improve students’ English reading self-efficacy. A questionnaire is employed to collect data from 294 non-English major students in universities. To survey the effect of mobile learning on students’ reading self-efficacy, the data is accessed by the software SPSS 20.0. Results of independent T test demonstrate that for overall students, reading self-efficacy for students who have used the app is significantly different from those who haven’t in overall reading skills and in the four dimensions of reading skills, i.e. basic reading skills, applied reading skills, reading task skills, and advanced reading skills. As for students with relatively better reading performance, the results are consistent. However, for students with relatively weak reading performance, the reading self-efficacy of students who have used the app only shows significant differences in overall reading skills and in the two dimensions of basic reading skills and applied reading skills, but shows no difference in the dimensions of reading task skills and advanced reading skills. Finally, practical suggestions for mobile learning and students’ English reading are given.
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Mahdizadeh, Molood, and Naeemeh Aminafshar. "The Impact of Timed Reading Activity on Iranian EFL learners Reading Speed, Comprehension, and Attitudes at Intermediate Level." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 11. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.11.
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Learning English is one of the most important activities around the world. Learning a language includes a number of skills and sub-skills. Reading is one of the skills of language learning, and it is the focus of the present study. Comprehension and speed are two main parts of the reading skill. The main aim of this study is to investigate the effects of timed reading activity on speed, comprehension and the attitudes of English learners regarding the use of timed reading activity. To this aim, a pre-test, a post-test and a questionnaire were used to gather data. 40 intermediate language learners participated in this study, and they were divided into two groups; experimental and control groups. Timed reading activity was employed as the treatment for the experimental group. The collected data revealed that the treatment had effect on the reading speed of the participants in the experimental group. Moreover, the data indicated that the timed reading activity was not highly effective to develop the reading comprehension skill of the language learners. And the results of the questionnaire indicated that a large number of the participants had positive attitude toward the timed reading activity.
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Aris, Qori Islami. "Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda." Jurnal Pustaka Budaya 5, no. 1 (February 26, 2018): 29–35. http://dx.doi.org/10.31849/pb.v5i1.1459.
Full textAbstract:
Abstrak
Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhkan reading skill yang mumpuni. Sementara pada writing skill mahasiswa diharapkan dapat menulis naskah teks drama yang ingin dipentaskan. Berdasarkan masalah ini, penulis tertarik untuk melakukan penelitian dengan judul “Model Pembelajaran Role Play dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda”. Tujuan dilakukannya penelitian ini untuk melihat bagaimana model pembelajaran Role Play dapat meningkatkan kemampuan bermain drama. Berdasarkan data yang diperoleh, Penerapan model pembelajaran Role Play membantu meningkatkan kemampuan bermain drama mahasiswa jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda dengan peningkatan Persentase Penilaian Hasil sebesar 29,20%.
Kata Kunci : Role Play, Peningkatan Bermain Drama
Abstract
Drama course of English Literature of Foreign Language School Persada Bunda focuses on text analysis and dialogue. Playing the drama can also increase the four skills that must be possessed by students of English literature that is speaking skills, listening skills, reading skills, and writing skills. Through the speaking skills, students have been doing the talking activity. While listening skills, the student has been doing a listening activity. When reading a snippet of dialogue in a drama script, students do reading and of course, required a qualified reading skill. While the writing skill students are expected to write a drama text script to be staged. Based on this problem, the authors are interested in conducting research under the title "Role Play Learning Model in Enhancing the Ability to play Drama Students of English Literature of Foreign Language School of Foreign Studies (STIBA) Persada Bunda". The purpose of this research is to see how the Role Play learning model can improve the ability to play drama. Based on the data obtained, Implementation of Role Play learning model helps to improve the ability to play drama majoring in English Literature of Foreign Language School Persada Bunda with an increase of the percentage of Result Assessment of 29.20%.
Key Words: Role Play, Improved Drama Play
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Ida Bagus Nyoman, Mantra, and Kumara Dewa Gede Agung Gana. "FOLKTALES AS MEANINGFUL CULTURAL AND LINGUISTIC RESOURCES TO IMPROVE STUDENTS’ READING SKILLS." Lingua Scientia 25, no. 2 (December 31, 2018): 83. http://dx.doi.org/10.23887/ls.v25i2.18827.
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Creating an English learning environment in which learners are highly motivated is sometimes very challenging for EFL teachers. Folktales can be useful for facilitating learners in their competence of English language and also for enhancing their cross-cultural awareness. In the field of language teaching, the richness and potential of folktales seems to have been under-utilized in today’s language classes. This paper explores how folktales can be used as a medium of improving students’ reading skills and major benefits in using folktales for teaching English. A classroom action research was employed to attain the purpose of this study in which two cyclic learning sessions were conducted to improve English learners’ reading skills. Several selected Indonesian folktales were intensively utilized in reading classes. This result of this study indicates that use of folktales by EFL teachers could improve student’ reading skill and widen their vocabulary and at the same time, culture is acquired by the students.
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Mesa, Carol, and Gloria Yeomans-Maldonado. "English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 889–908. http://dx.doi.org/10.1044/2020_jslhr-20-00379.
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Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kindergarten, first, second, and third grade. Results Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion This study provides a comprehensive view of the language resources that Spanish–English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. Supplemental Material https://doi.org/10.23641/asha.14083373
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Sriwantaneeyakul, Suttawan. "Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects." English Language Teaching 11, no. 4 (March 3, 2018): 1. http://dx.doi.org/10.5539/elt.v11n4p1.
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Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high level of critical reading skill and students with a low level of critical reading skill, and to examine the relationship between translation ability and critical reading skill. Moreover, translation error analysis, with four main aspects, pragmatic, syntactic, semantic, and miscellaneous errors, was also conducted to explore the dominant translation errors committed by both groups of students. To this end, the participants of the study were 60 English major students from a Thai university. The results of the study showed that there was a significant difference in Thai-English translation ability between the students with a high level of critical reading skill and the students with a low level of critical reading skill, and a significant correlation between translation ability and critical reading skill. In the translation error analysis, the semantic aspect, particularly the wrong use of words, was found to be the most frequent error committed by both groups of students.
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Zaini, Nuramirah. "The Correlation between Multiple Intelligence Scores and English Language Reading Skill among Business Management Students." Jurnal Intelek 14, no. 2 (November 27, 2019): 144–52. http://dx.doi.org/10.24191/ji.v14i2.229.
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The growth of methods in doing business has made it vital for students in that area to be exposed to theirMultiple Intelligence in relation with their skills in English Language. Concerning the fact that English isa universal language and reading is one of the fundamental skills in marketing, it is essential for thestudents to recognize their Multiple Intelligence to determine their best approach in doing business. Thus,a study was carried out among Business Management students in UiTM Alor Gajah Melaka to identifythe relationship of Multiple Intelligence and the students’ performance on two types of reading textswhich are the linear and non-linear. The findings show that the most significant Intelligence of thestudents is interrelated with their reading skills. Indeed, it is necessary for the students in BusinessStudies to get exposed to their significant Intelligence especially its relation in the skills of using Englishas a medium of communication in written and spoken forms.
Keywords: reading skills, linear text, non-linear text, business strategies
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Jaelani, Alan, Amalia Sadyawati, and Wida Rosmawati. "Using Reading Aloud Technique to Stimulate Students Reading Comprehension." Tarling : Journal of Language Education 3, no. 2 (June 19, 2020): 191–99. http://dx.doi.org/10.24090/tarling.v3i2.3499.
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This article aims to stimulate students' reading comprehension skills using the Reading Aloud technique. Reading aloud is the main axis connecting reading and speaking English. Reading aloud not only increases reading and basic knowledge but also improves oral expression. How the Read aloud technique can stimulate students' reading skills. Reading plays an important role as one of four abilities in improving students' English performance. This study involved 16 respondents who were 5th-semester students of the English Language Education Program at Ibn Khaldun University. This research was a descriptive study in which the researcher used a qualitative method. Data collected by interview, questionnaire, and observation. The results of the study showed that most of them did not agree with the techniques from Reading aloud. Based on respondents' statements, we found that the use of the reading method with hard reading techniques helped students to stimulate reading comprehension, especially to help students in pronunciation.
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Mikulec, Alenka, and Božica Vuić. "The Relationship between L1 and L2 Reading Comprehension and Language and Reading Proficiency at the Tertiary Level." Journal of Language and Education 5, no. 4 (December 20, 2019): 54–65. http://dx.doi.org/10.17323/jle.2019.9773.
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The importance of reading is especially emphasized nowadays when the majority of information, irrespective of the source (books, daily press, professional literature, web sources, etc.), is primarily accessed via reading. Therefore, effective reading and reading comprehension are important in everyday life, but also in an academic setting. This particularly refers to pre-service preschool and primary school teachers, whose teacher training courses imply a good command of reading skills, but also teaching skills required for the development and teaching of pre-reading and reading skills. In L2 reading, there are additional issues that need to be considered, principally the possibility of skill transfer between the mother tongue and the second/foreign language. Hence, this research aimed to test reading comprehension in both Croatian (L1) and English (L2) languages in a group of university students (N=83), studying to become pre-service preschool and primary school teachers. Reading comprehension tests and a background questionnaire were used as research instruments in this mixed-method research. Contrary to our expectations, reading comprehension test results were fairly low, i.e. out of a total of 17 points, the mean results for the Croatian language reading comprehension test were M=13.6 (SD=2.05), while for the English language reading comprehension test they were M=11.29 (SD=2.24). The results were further correlated with the participants’ self-assessed language knowledge and reading abilities in both languages. A positive correlation was found only between the English language reading comprehension test and the participants’ self-assessed language knowledge and reading ability. Based on the obtained results, it may be proposed that teachers should focus more on developing reading skills and reading comprehension at all levels as well as in all of the languages that the learners are acquiring, especially in view of the proposed possibility of the transfer of skills among languages.
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Riaz, Nailah, Sham Haidar, and Riaz Hassan. "Developing English Speaking Skills: Enforcing Testing Criteria." Global Social Sciences Review IV, no. II (June 30, 2019): 132–42. http://dx.doi.org/10.31703/gssr.2019(iv-ii).18.
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Language is product of four skills: reading, writing, listening and speaking. English language learning and examination has been reduced to reading and writing in Pakistan, at the University level. However, English Speaking Skills (ESS) are in high demand in professional life. ESS require testing and grading like English writing skills. This study is based on developing ESS through testing criteria. A survey of university freshmen was used to collect data. Using Kim's (2010) testing scales, the freshmen's ESS progress was gauged through their speaking performances. As a case study, this research used a longitudinal approach (two academic semesters) with a mixed methods approach. University English Language Teachers' (UELTs) and University Administrators /Management's (UANM) interviews were analyzed textually. A criterion as a yardstick helped the learners to fit in to the optimum.