Journal articles on the topic 'Extensive and Academic Reading'
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Nhapulo, Marcos Abilio, Ellen Simon, and Mieke Van Herreweghe. "Enhancing academic reading skills through extensive reading." Southern African Linguistics and Applied Language Studies 35, no. 1 (January 2, 2017): 17–40. http://dx.doi.org/10.2989/16073614.2016.1267578.
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Novandy Adhitya and Jeneng Novita. "STUDENTS’ RESPONSES TOWARDS SELF-SELECTED READING IN EXTENSIVE READING CLASS." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 2 (October 30, 2021): 1–7. http://dx.doi.org/10.37742/jela.v3i2.53.
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Extensive Reading is a method in which the participant engages in the activity by reading more books from a greater variety of genres outside of the classroom to read for pleasure. As a result, pupils may choose the reading content that they are interested in reading. The following were the goals of the research named Students' Responses to Self-Selected Reading in Extensive Reading class, which was conducted: 1) To determine the kinds of reading students choose in Extensive Reading class, and 2) To observe the student's reactions to self-selected Reading in Extensive Reading class, the following research was conducted: By the academic year 2020/2021, the students of the English Education Department at one of Cimahi's colleges were in their third semester, which served as the primary topic of this research. It was decided to utilize a descriptive qualitative approach for this investigation. Document analysis, as well as interviews, were used in the data collection process. The results revealed that students choose various readings for Extensive Reading, including short stories, novels, articles, news, books, biographies, song lyrics, and other kinds of material. Regarding the study second research question, the student's answers to self-selecting for Extensive Reading were consistent, with the following replies: it was easier; the students were happier, and there was no burden in deciding to do it. According to the research findings, the students chose more kinds, and they were pleasant to work with and seemed to enjoy themselves.
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Puspita, Nurul, and Umar Alfaruq A. Hasyim. "Book Club Discussion: An Extensive Reading Program in Writing Class." Attractive : Innovative Education Journal 3, no. 2 (June 11, 2021): 113. http://dx.doi.org/10.51278/aj.v3i2.238.
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Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing.
Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class
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Januarty, Resky. "Extensive Reading (ER) Practices and the Development of Language Fluency." Lingua Cultura 12, no. 3 (August 30, 2018): 267. http://dx.doi.org/10.21512/lc.v12i3.4063.
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This research aimed at investigating the Extensive Reading (ER) practices of the students and the development of language fluency. The design of the research was a qualitative study using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire to 20 postgraduate students in Sebelas Maret University, Surakarta, Indonesia. Furthermore, the research revealed some findings on the types of reading materials preferred, reasons and benefits of reading, the effect of the extensive reading practices for the development of language fluency and academic achievement. The results indicate that students prefer the enjoyable reading as their reading sources. Moreover, the books suggested by the teachers to read also become their favorite materials because they obtain some advantages especially in developing language fluency. The finding also implies that extensive reading practices also affect the students’ academic achievement.
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Linuwih, Endar Rachmawaty. "The Effectiveness of Extensive Reading in Improving EFL Academic Writing." Journal of English Language Teaching and Linguistics 6, no. 1 (April 11, 2021): 167. http://dx.doi.org/10.21462/jeltl.v6i1.514.
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<em>This study attempts to answer the question of to what extend extensive reading (ER) could enhance the English of Foreign language (EFL) learners' academic writing. This quasi-experimental study compared two English classes in terms of academic writing improvement after six weeks. This sample of the study was 64 students in a private university in the academic years of 2020-2021. In a traditional English class, the students primarily focused on grammar instruction and writing practice. On the other hand, the students in an ER class engaged in an ER program in and out of class involving the reading-related writing practice. The pretest and posttest were administered to measure students’ writing improvement. The results indicate that students in ER group with more exposure to comprehensible input show statistically significant progress on their posttest, whereas students in a traditional class show a moderate increase.</em>
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Wijaya, Kristian Florensio. "UNDERGRADUATE STUDENTS PERCEPTIONS ON EXTENSIVE READING STRATEGY IN VOCABULARY CLASS." PROJECT (Professional Journal of English Education) 3, no. 5 (September 21, 2020): 534. http://dx.doi.org/10.22460/project.v3i5.p534-545.
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AbstractVocabulary is one of the essential elements of English Language Teaching. It is therefore important to ensure that the students are able to obtain sizable vocabulary knowledge during their academic performance. Extensive reading strategy played a major role in that process. Two research problems were proposed in this study. The first is to know the effectiveness of extensive reading strategy in vocabulary class. The second is to discover the significant improvement of English Language Education students’ vocabulary knowledge through extensive reading strategy. In this qualitative study, three research instruments: observation, classroom survey, and focus group discussion were employed. Qualitative content analysis was implemented to draw meanings out of the data gathered. Five major findings were as follows: (a) ELESP students viewed vocabulary as an important element in English language mastery (b) Loved reading extensively (c) Had limited time to read (d) Lose their reading motivation easily (e) Suggested regular checking of vocabulary books.Keywords: vocabulary, extensive reading strategy, qualitative content analysis
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Neupane, Nabaraj. "Extensive Reading in Foreign Language Classes." Journal of NELTA 21, no. 1-2 (December 1, 2016): 86–92. http://dx.doi.org/10.3126/nelta.v21i1-2.20204.
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Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92
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Nurnazhofah, Euis, and Marrieta Moddies Swara. "THE EFFECT OF EXTENSIVE READING ON THE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA DAARUL MUTTAQIEN TANGERANG IN ACADEMIC YEAR 2019/2020." Foremost Journal 1, no. 1 (February 20, 2020): 1–9. http://dx.doi.org/10.33592/foremost.v1i1.476.
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AbstractThe aim of this research was to know a significant effect of extensive reading on the students’ reading comprehension at the tenth grade of SMA Daarul Muttaqien Tangerang. This research used quantitative method, 71 students as the sample which taken by using quasi experimental research and non-equivalent control group design. Students’ test and questionnaires were used by the writer to collect the data. The hypothesis data was tested using formula t-test, it was known that in experimental class and control class indicated with Ha was accepted its mean that there was an effect of using extensive reading on the students’ reading comprehension at the Tenth grade of SMA Daarul Muttaqien Tangerang, in experimental class the students were focused and had a big spirit in learning reading using extensive reading they were could gave a summary of the reading text with good structure and done the instrument correctly during the learning process. Based on the percentages students’ post-test showed that students’ reading comprehension was better than before. Moreover, this research also found that students’ learning motivation was very good and the students in experimental class were more active in reading using extensive reading during learning process.Keywords: quantitative method; extensive reading; reading comprehension
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Wijaya, Kristian. "The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts." Acuity: Journal of English Language Pedagogy, Literature and Culture 6, no. 2 (May 10, 2021): 107–17. http://dx.doi.org/10.35974/acuity.v6i2.2482.
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Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels.
Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts
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Kovalenko, Marina. "The Validation Process in the IELTS Reading Component: Reading Requirements for Preparing International Students." Journal of Language and Education 4, no. 1 (March 31, 2018): 63–78. http://dx.doi.org/10.17323/2411-7390-2018-4-1-63-78.
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Although IELTS is coordinated under a framework for test development and validation, there is some controversy about exam results’ correlation with students’ post-admission intellectual, academic and professional performance. The theoretical part of the research aims to investigate the extent to which the IELTS reading component relates meaningfully to interpretations of validity. The empirical part addresses questions about perceptions of the impact of the IELTS reading preparation on adjustment to the challenges of academia and further academic performance and variances in these perceptions depending on the area of study and the level of language mastery. While having quite different views on assessing IELTS validity, the researchers agree that academic success is enhanced through and based on extensive substantive reading. The methodology relied on both qualitative and quantitative data derived from an anonymous online questionnaire: 133 international students with Russian citizenship, Global Education Programme (GEP) finalists, participated in the survey in summer 2017. Five different result interpretations were taken into account: overall results, those for sciences and humanities, higher and lower achievers’ results. The discussion is built around test-takers’ opinions on the IELTS exam, the reading component and scores. The issues discussed include, but are not limited to: reading strategies, information sources required at university, tasks effectiveness, exam preparation usefulness to academic adjustment and its influence on academic achievement, its resourcefulness for the formation of linguistic capabilities, and respondents’ perception of extra factors for exam success. Potentially increasing jeopardy of negative washback is shown as an emerging problem. Although test-taking ability is not depicted as a crucially important factor affecting exam success, it is increasingly significant and its harmful effects may be expressed in illusionary higher levels of validity due to visually improved results. Quality preparation for the reading test can train a number of essential skills required in academia; however, preparation itself does not appear to be a significant factor for smoother adjustment to academic challenges, as it is highly dependent on preliminary linguistic background. There is a necessity to communicate broader information to learners through the IELTS handbook, website and other communication channels. EAP tutors should encourage their students to make efforts to cover the subject without framing it within boundaries of measurement, but with a clear understanding of future academic and professional challenges.
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Tagane, Yuichi, Naeko Naganuma, and Patrick Dougherty. "Academic Dishonesty in Extensive Reading Programs: Stories and Strategies from Student Interviews." Language Teacher 42, no. 1 (January 1, 2018): 9. http://dx.doi.org/10.37546/jalttlt42.1-2.
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Extensive reading (ER) has become an accepted methodology in increasing student reading fluency. However, there are issues that teachers face when implementing an ER program. This study, completed at a small English-medium university in Japan, addressed a key problem in ER program implementation: student academic dishonesty. The research, based on student interviews and supplemented by teacher experience, identified five categories of academic dishonesty: (a) asking for a friend’s help; (b) referring to online resources in lieu of reading or completing a reading report; (c) reading and writing about topics that were already familiar to the student; (d) watching movies instead of reading; and (e) others. The findings indicated an equal number of methodologies that are useful in countering academic dishonesty. It was suggested in the findings that, in addition to discouraging academic dishonesty in ER programs, the methodologies can also work to enhance the ER experience for students. 多読が学習者のリーディング力を高める上で効果的であることは広く認められてきた。しかし、多読プログラムを実行する際に教師はさまざまな問題に直面せざるをえない。カリキュラムの全てを英語で行っている小規模な大学で行われた本研究は、多読プログラム実施における最大の問題ともいえる学生の不適切な行為の実態と対策を考察したものである。学生への面接調査と教師自らの指導経験に基づき、不適切な行為を次の5つのタイプに分類した。(1)友人の助けを借りる、(2)実際に本を読む、あるいはレポートを完成させる代わりにネット上の情報を参照する、(3)すでに自らがよく知っていることについて読んだり書いたりする、(4)本を読む代わりに映画を見る、(5)その他。同様に、5種類の不正行為の対策を見つけ出すことができた。その結果、学生の不適切な行為を防止すると同時に、適切な対策の使用により学生にとっての多読経験をよりよいものにする可能性があることが明らかになった。
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Mardiana, Eka, and Nur Hidayat. "The Effect of Extensive Reading on Students’ Reading Achievement Of Senior High School." Kontribusia (Research Dissemination for Community Development) 2, no. 2 (September 10, 2019): 16. http://dx.doi.org/10.30587/kontribusia.v2i2.1004.
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The aim of this study was to investigate the effects of extensive reading on students’ reading achievement for senior high school grade X. The extensive reading was an alternative method in the teaching reading to make the students fun and easy to get the meaning of texts from many sources. The subjects were 27 students at grade X in the academic year 2018/2019. The researcher applied by using in a quasi-experimental design using a quantitative approach. The instrument of this research used pre-questionnaires, test and observation. The technique of analyzing data was applied by using a paired sample t-test from the Statistical Package for the Social Sciences 22 (SPSS22). The result of the analysis showed that the mean of the pre-test was 79, 85 and the mean of post-test was 85, 56. The mean score of posttest was higher than pretest in experimental class who were taught by extensive reading. It concluded that the implementation of the extensive reading can give positive effects to the students. It was supported by the result of observation showed that the students were enthusiastically to answer the question, many vocabularies, fun, enjoyable, easy to understand the meaning of the texts and more active in the teaching learning.
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Pešut, Darija, and Daniela Živković. "Students’ academic reading format preferences in Croatia." New Library World 117, no. 5/6 (May 9, 2016): 392–406. http://dx.doi.org/10.1108/nlw-02-2016-0008.
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Purpose This research is a part of an international study about the academic reading format preferences among students. The study aims to determine the preferred format among students considering the study materials used for different academic activities. Design/methodology/approach An online questionnaire was used to collect data from the students of the University of Zagreb. The students were approached through official library websites and were asked to answer 24 questions, out of which 16 were Likert-style statements. Findings The research presumes that students still prefer the print format to electronic, but with a slight variation in their choice when it comes to the purposes of reading and length of text. The results are discussed across various variables, e.g. language, number of pages and studying techniques. The variable of academic major was analysed using a chi-square test to check for possible associations with the students’ responses. Conclusions are made about the students’ general format preferences. Research limitations/implications Not all university libraries agreed to participate in the research. Therefore, the student population sample is not evenly distributed across all academic fields. Future research should aim for a more evenly distributed sample. Originality/value As part of an extensive international study, this research gives comparative results across multi-national student populations. The findings can also be used as the basis for further research on academic reading preferences in and outside Croatia.
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Freire, Melissa Renee, and Kristen Pammer. "Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia." Journal of Cross-Cultural Psychology 50, no. 3 (February 7, 2019): 460–78. http://dx.doi.org/10.1177/0022022119827380.
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Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors. In this review, we consider limited available research on neurocognitive mechanisms associated with reading for Indigenous populations and argue for an urgent need to consider the relationship between neurocognitive and sociocultural development when examining reading acquisition outcomes for this population. We also discuss the plausibility of targeting the potential neurocognitive strengths of certain Indigenous populations to scaffold reading acquisition and identify opportunities for furthering this line of research.
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Syahtia Pane, Widi. "STUDENTS PERCEPTION TOWARD DESCRIPTIVE REVIEW ACTIVITY ON EXTENSIVE READING CLASS OF ENGLISH DEPARTMENT OF WIDYA GAMA MAHAKAM UNIVERSITY." Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 7, no. 1 (August 28, 2022): 78–82. http://dx.doi.org/10.24903/pm.v7i1.1070.
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Reading is one of four skills that must be mastered for English as Foreign Language (EFL) learners. Extensive reading is one of class that students need to take to get bachelor degree in English Department of University of Widya Gama Mahakam Samarinda. Extensive reading goal is to create a fun reading for students, to boost their interest in reading especially English reading. In this academic year, the students of 2021 took their extensive reading class in pandemic era therefore they need to take this class through online proccess. This research aims to find out what is students’ feeling after/ whilst reading their favorite English books, novels and short stories in Extensive Reading class. The result reveals that most of students have positive perception towards this activity. Some difficulty faced by a few students in this activity are the difficulty to read the novel even thought this activity bring some positive effect to their study including learning about new vocabularies and motivating them to be independent in learning. They also hope that this descriptive review activity supports them in English reading and they also expect that they would have some other activities to engage fun environtment on their class.
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Pongsatornpipat, Warangkana. "An Implementation of Online Extensive Reading to Improve Reading Comprehension of Social Work Students." Theory and Practice in Language Studies 12, no. 11 (November 3, 2022): 2291–97. http://dx.doi.org/10.17507/tpls.1211.08.
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This research aimed at studying the reading skills of finding the main idea of an article, learning new vocabulary, and students’ opinions towards extensive reading through online weekly journals. The sample consisted of 27 third-year students from the Faculty of Social Administration enrolled in English for Social Workers 1 in the first semester of the 2021 academic year. The research instruments consisted of online weekly articles published in reliable online sources, such as the BBC, CNN, and National Geographic, and were relevant to their field of study. The findings showed that (1) students were able to identify the main idea of the written text from reliable online sources based on a topic of interest or field of study. Students could write a summary of the written text to determine the main idea. As for students’ opinions about extensive reading after eight weeks of online reading activities, (2) students were able to read faster and were familiar with reading strategies during the activities. They were capable of reading long articles with new vocabulary and did not have to rely on translation tools.
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Al Roomy, Muhammad, and Abdulaziz Althewini. "The Impact of Blended Learning on Medical Students’ Reading Performance in a Saudi University." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 95. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.95.
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This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students’ reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students’ significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students’ reading comprehension via blended learning modes.
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Birketveit, Anna, Hege Emma Rimmereide, Monika Bader, and Linda Fisher. "Extensive reading in primary school EFL." Acta Didactica Norge 12, no. 2 (June 14, 2018): 9. http://dx.doi.org/10.5617/adno.5643.
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AbstractReading in the English subject in both primary and secondary school often involves studying course book texts in detail. Therefore, pupils are rarely exposed to longer texts which require reading for meaning, a skill needed in higher education and working life. With the right reading material, extensive reading (ER) should start already in primary school. This article reports on a study of primary school pupils from three different schools and their perceptions of an extensive reading and writing project, as well as their responses to the reading material offered. The study was designed to address the following research questions:1. Which types of reading material appeal to the pupils in the study?2. What is the role of gender in the pupils’ evaluation of the reading material?3. Are there differences between the pupils’ evaluation of the reading material offered, depending on their previous academic achievement?4. What are the pupils’ attitudes towards (extensive) reading?Two sets of questionnaire data were collected in the course of the project. First, during the reading, the learners were asked to answer a questionnaire about each book they had read or attempted to read. At the end of the project, the learners were asked to complete a questionnaire about their overall perception of the project. The study shows that there was a significant difference between the schools in the evaluation of the reading material, and there was also a significant difference between boys and girls in the perception of the reading material. More¬over, the study shows that the learners valued the chance to select the reading material themselves highly. When carrying out ER with pupils, it is essential to be aware of gender differences in reading preferences and ensure that there are enough books to cater for both boys’ and girls’ particular interests. Moreover, fostering a reading culture in both the Norwegian and English subjects is important.Keywords: extensive reading, gender differences, choice of books, the impor-tance of self-selection of books, motivation for readingEkstensiv lesing i engelsk som fremmedspråk i barneskolenSammendragLesing i skolefaget engelsk i både barne- og ungdomsskolen betyr ofte at elevene må gjøre rede for lærebokteksten på detaljnivå. Derfor møter elevene sjelden lengre tekster som krever forståelse av meningen med teksten, en ferdighet det forventes at de behersker i høyere utdannelse og i arbeidslivet. Med det rette utvalget av tekster burde elevene øve seg på ekstensiv lesing allerede i barneskolen. Denne artikkelen legger frem resultater fra en studie av elever fra tre forskjellige barneskoler og deres oppfatninger av et ekstensivt lese- og skrive-prosjekt i tillegg til deres respons på utvalget av tekster. Forskningsspørsmålene i studien er som følger:1. Hvilke typer lesestoff appellerer til elevene i studien?2. Hvilken betydning har kjønn i elevenes evaluering av lesestoffet?3. Har elevenes tidligere akademiske resultater betydning for deres evaluering av lesestoffet?4. Hvilke holdninger har elevene til ekstensiv lesing?To typer spørreskjema-data ble samlet inn i løpet av prosjektet. Først, i løpet av leseperiodene, ble elevene bedt om å svare på et spørreskjema om hver bok de hadde lest eller prøvd å lese. Når prosjektet var avsluttet, ble elevene bedt om å fylle ut et spørreskjema om deres totale opplevelse av prosjektet. Studien viser at det var en signifikant forskjell mellom skolene i elevenes vurdering av tekstene som ble tilbudt som lesestoff, og det var også en signifikant forskjell mellom gutter og jenter. Dessuten viser studien at elevene satte stor pris på muligheten til å velge lesestoff selv. Når man gjennomfører ekstensiv lesing med elever, er det viktig å være klar over kjønnsforskjeller i elevenes lesepreferanser og forsikre seg om at utvalget av bøker er stort nok til å ivareta både gutters og jenters spesielle interesser. Dessuten er det viktig å utvikle en kultur for lesing i både norskfaget og engelskfaget.Nøkkelord: ekstensiv lesing i engelsk, kjønnsforskjeller, elevers valg av bøker, betydningen av å velge bøker selv, motivasjon for lesing
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Alfiani, Rafikah, and Tauricha Astiyandha. "Analysing The Effectiveness Of An Extensive Reading On Grade Eleven Students’ Reading Comprehension." Lingua 16, no. 2 (December 31, 2020): 72–79. http://dx.doi.org/10.34005/lingua.v16i2.889.
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This research is about the Extensive Reading Strategy to interest Students in reading comprehension. Extensive Reading is reading as much as possible that the material of the text not be chosen by the teacher, but the students can choose the title of the books, novel by themselves. The researcher believes that this strategy can make the students more interested in learning English, especially in reading comprehension. This research did about two months in SMA PELITA TIGA NO. 3 Jakarta. The population of this research consists of 120 students sitting in four classes. The samples of the research were taken by the means of cluster random sampling from the population, class XI IPS 2 as the control class and XI IPA 1 as the experimental class, with the total sample number of 60 students consisted of 30 students each class. The adopted research methodology was quasi-experimental research, with the research design post-test only control group design. To collect data the writer used instruments of question items. The statistic method used to analyse the data was a T-test using SPSS through the testing of Null Hypotheses, which was preceded by the normality test and homogeneity test as the pre-requisite to the data analysis. The result of the test showed that H0 is rejected and Ha is accepted which proves that there is significant effect of the use of Extensive Reading on grade eleven students’ Reading Comprehension at SMA PELITA TIGA NO. 3 Jakarta in the academic year of 2019/2020.
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이선영. "A study on analyzing the Effect of Korean reading class using extensive reading for learners for academic purpose." Bilingual Research ll, no. 50 (October 2012): 167–92. http://dx.doi.org/10.17296/korbil.2012..50.167.
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Sari, Eka Dyah Puspita, Ummi Nurjamil Baiti Lapiana, and Memet Sudaryanto. "Strategi Belajar Bahasa Inggris Pada Era Revolusi Digital 4.0 di Komunitas Duta Bahasa Provinsi Bangka Belitung." Madani : Indonesian Journal of Civil Society 4, no. 1 (February 21, 2022): 9–17. http://dx.doi.org/10.35970/madani.v4i1.835.
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Language is one of the crucial components to face industrial revolution 4.0. Mastery in English, as a foreign language, can be beneficial for people. It can give us chance to explain information, to tell the fact, and to express ideas in various communities in the world. Some ways can be implemented in autonomous learning in digital era 4.0. They are extensive reading and improving writing skills. Extensive reading is an approach to learning English by implementing much time to read books in a short time. The second way is improving writing skills. The role of improving writing skills is to boost academic and career achievements. When someone improves his academic and career, he automatically improves his self-esteem in communicating and interacting with others in English.
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Livingston, Sue. "Academic Literacy for Deaf Postsecondary Students through Integrated Reading and Writing Instruction." English Language Teaching 14, no. 6 (May 10, 2021): 1. http://dx.doi.org/10.5539/elt.v14n6p1.
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Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used with hearing students. Differences between the practices are seen in accommodations for students who learn visually, the amount of guidance provided and more opportunities for extensive practice.
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Umarkanova, Svetlana Zh. "EXTENSIVE AND INTENSIVE READING: GOALS OF TEACHING, DIFFICULTIES OF STUDYING, PERSPECTIVES OF DEVELOPING." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2020): 132–40. http://dx.doi.org/10.28995/2073-6398-2020-3-132-140.
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This article is devoted to reading, one of the most common types of speech activity in a non-linguistic university. The subject of the research is two types of academic reading i.e. intensive and extensive that are widely used in the process of teaching a foreign language. Each of the presented types of reading has its own inherent features and benefits. Extensive reading is able to create a kind of language environment for students in which they plunge in the process of working at the text, experiencing intellectual and aesthetic pleasure from the full-scale comprehension of what they read. Intensive reading, in contrast to extensive reading, is aimed at understanding the lexical, grammatical and contextual meanings to comprehend the plot details and implicit meanings. In conclusion, the author puts forward a hypothesis according to which extensive and intensive types of reading contribute to faster and more successful (than all other types of speech activity) acquisition of a foreign language despite the limited number of class hours devoted to its study in a non-linguistic university. However, it is necessary to think of methodology applied and to pay attention to the thorough selection of texts (for teaching these types of reading), the criterion of which is their entertaining plot and correspondence to the intellectual and linguistic level of students.
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Aida, Siti Nur, and Elok Widiyati. "Extensive reading to improve students’ writing of explanation text." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (February 29, 2020): 109. http://dx.doi.org/10.30659/e.5.1.109-117.
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This research aims at finding out whether or not the use of extensive reading is effective for teaching writing explanation text to the eleventh grade at Islamic University in Semarang. Quasi experimental research was applied as the method. The researchers took two groups as the sample, they were XI MIPA 6 as the experimental class and XI MIPA 2 as the control class. The total subject of this research was 65. This research used SPSS in analysing the data of writing test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significance difference in the writing ability of explanation text between eleventh-graders who were taught by using extensive reading and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 64.4118 and control class which is 48.5484 and as a result Sig. (2-tailed) is 0.00 < 0.05. Therefore, the null hyothesis of this research is rejected. It means that the use of extensive reading had significantly improved the eleventh-graders’ writing ability of the explanation text in English teaching and learning process of the experimental class at Islamic School in Semarang in the academic year 2018/2019.
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Wutthisingchai, Sajeerat. "Creation of Learning Strategies for Development of English Reading Skill by the Extensive Reading in EFL Classroom." Asian Journal of Education and Training 8, no. 3 (July 29, 2022): 85–94. http://dx.doi.org/10.20448/edu.v8i3.4079.
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The research aimed to develop the reading process and comprehension through extensive reading of 30 English major freshmen students conducted at Lampang Rajabhat University, Thailand, in the academic year of 2018. Data was collected by using pre-and post-test. Several follow-up activities and guidelines, including formative and summative assessments, were also conducted. Moreover, the study also surveyed the coursework book at the end of the semester, which promotes learning strategies through comprehension questions of pre-and post-activities in class throughout the whole semester. All comprehension tests were valued in descriptive statistics, and the paired sample t-test was analyzed by SPSS Statistics in the study. Based on the statistical data, the overall results revealed that pre-and post-test had significant differences in scores at the level 0.01, which means that the post-test scores were significantly higher than the pre-test scores. Further results were evaluated through qualitative measures including further discussion and conclusion.
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Chen, Lang, Daniel A. Abrams, Miriam Rosenberg-Lee, Teresa Iuculano, Holly N. Wakeman, Sandhya Prathap, Tianwen Chen, and Vinod Menon. "Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism." Clinical Psychological Science 7, no. 2 (November 14, 2018): 362–80. http://dx.doi.org/10.1177/2167702618809353.
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Autism spectrum disorders (ASD) represent a quintessential example of a clinical population with diverse symptom presentations and marked variation in cognitive abilities. However, the extensive literature lacks rigorous quantitative procedures for characterizing heterogeneity of cognitive abilities in these individuals. Here we employ novel clustering and cross-validation procedures to investigate the stability of heterogeneous patterns of cognitive abilities in reading and math in a relatively large sample ( N = 114) of children with ASD and matched controls ( N = 96). Our analysis revealed a unique profile of heterogeneity in ASD, consisting of a low-achieving subgroup with poor math skills compared with reading and a high-achieving subgroup who showed superior math skills compared with reading. Verbal and central executive working memory skills further differentiated these subgroups. Findings provide insights into distinct profiles of academic achievement in children with ASD, with implications for educational practice and intervention, and provide a novel framework for quantifying heterogeneity in the disorder.
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Enighe, Jeno-Mary, and Maria Emmanuel Afangideh. "Developing Reading Skills in Beginning Readers in Nigerian Primary Schools towards the Millennium Development Goals." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1160. http://dx.doi.org/10.17507/jltr.0906.05.
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Against the objective of the Millennium Development Goals (MDGs), this study investigated impediments to the reading competence of primary school learners in Akwa Ibom State of Nigeria. The objective was to determine how reading approaches such as pointing at words, vocalization and sub-vocalization, excessive eye fixation, regression as well as involvement in extensive reading and teachers’ instructional techniques relate with the academic performance of learners at the basic education level. The study which employed a simple survey design raised three hypotheses as a guide, while 200 pupils selected through a stratified random sampling technique responded to an achievement test of a 12-item questionnaire. The resulting data were analyzed using the Pearson Product Moment Correlation Statistics. The findings revealed that wrong reading approaches, learners’ non-involvement in extensive reading and teachers’ instructional techniques significantly relate with the reading competence of learners in Nigerian primary schools or the basic education level. Based on the findings, the study recommended among other things that teachers should diversify and improve on their instructional techniques to meet the current objectives of the Millennium Development Goals.
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Klimova, Blanka, and Katarina Zamborova. "Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study." Education Sciences 10, no. 12 (December 18, 2020): 391. http://dx.doi.org/10.3390/educsci10120391.
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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.
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Chavangklang, Thanaset, Pitchayapa Chavangklang, Sirichai Thiamhuanok, and Premkamon Sathitdetkunchorn. "Development of EFL University Students’ Vocabulary Size and Reading Comprehension Using Online Multimedia-based Extensive Reading." Advances in Language and Literary Studies 10, no. 5 (October 30, 2019): 146. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.146.
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The objectives of this study were: 1) to investigate the effects of online multimedia-based extensive reading activities on students’ vocabulary size; 2) to investigate the effect of online multimedia-based extensive reading activities on students’ reading comprehension, and 3) to investigate the relationship between vocabulary size and reading comprehension. The population of the study was EFL students at Nakhon Ratchasima Rajabhat University enrolling in the Reading Comprehension course, and the samples were 67 students from two classes who enrolled in the course in semester 1 of the academic year 2018. The classes were randomly assigned an experimental group and the other the controlled group. The study tools included pretest and posttest and the online multimedia-based extensive reading activities. The two groups undertook the same course instructions; however, the experimental group was assigned to do extensive reading activities, which included reading three different online news articles each week. Both groups took pretest and posttest for vocabulary size and reading comprehension. The results of the study can be summarized as follows. 1. The two groups had their posttest scores significantly higher than the pretest scores on both the vocabulary size and reading comprehension at the.05 level. However, comparisons between the scores of the two groups revealed no differences, neither on the pretest nor the posttest. 2. No differences were found between the pretest and the posttest scores on reading comprehension of the control group. However, the posttest scores on reading comprehension of the experimental group were significantly higher than those of the pretest at the.01 level. Additionally, the experimental group had significantly higher posttest scores than the control group at the.01 level. 3. The regression analysis revealed the coefficients of 20.981, t-Stat of 7.604 with the p-value = 0.000. This means that the vocabulary size factor can be a predictor of the reading comprehension factor at the 95% confidence level.The findings of this study suggest that online multimedia-based extensive reading activities can significantly improve both students’ vocabulary size and reading comprehension. Moreover, vocabulary size also found to be a good predictor of reading comprehension. It can be concluded from the findings that the improved vocabulary size and reading comprehension were largely due to the effect of the online multimedia-based extensive reading activities which helped expand vocabulary size. More importantly, the activities supported students’ reading in terms of translation, anywhere and anytime reading, as well as ways to find more vocabulary online, etc. This type of extensive reading is regarded as an effective method for improving students’ reading comprehension through the expansion of their vocabulary size, which has to be considered not only at the classroom level by the instructors, but also at the course and curriculum levels by the course and curriculum designers or developers.
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Dali, Keren. "How we missed the boat: reading scholarship and the field of LIS." New Library World 116, no. 9/10 (October 12, 2015): 477–502. http://dx.doi.org/10.1108/nlw-01-2015-0007.
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Purpose – The purpose of this paper is to examine the reasons for the gradual extinction of reading scholarship in Library and Information Science (LIS) departments and to identify three problematic areas accounting for its dropping prestige: paradigmatic conflicts, the influence of the corporate university and low awareness of the potential of reading research. It also proposes possible solutions to each problem. Design/methodology/approach – Close reading and analysis of an extensive selection of sources with novel conceptualization and critical perspectives. Findings – The information science paradigm, which has dominated LIS, is not sufficient to accommodate reading research. The information science model has a detrimentally restrictive effect on reading scholarship. Library science, which should be considered an autonomous discipline rather than an appendix of information science, is more conducive to the study of reading. Non-specialization-based academic hiring to increase values-based diversity in LIS through a larger influx of reading scholars is advocated. Originality/value – Reading scholarship, unduly deemed “old-fashioned”, or euphemistically “traditional”, is one of the most potent areas of academic inquiry, to which LIS scholars are perfectly positioned to make a unique contribution. Reading research in LIS has great merit irrespective of its connection to information and technology; a set of evaluative questions to determine the quality of reading scholarship is introduced. Using a case study, the paper illustrates the potential of reading research for interdisciplinary connections, community partnerships and the enrichment of LIS education and professional practices. An honest look at one of the most exciting academic fields, regrettably neglected by LIS.
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Masduqi, Harits, Fatimah Fatimah, and Arif Subiyanto. "Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?" Indonesian TESOL Journal 3, no. 2 (November 22, 2021): 76–87. http://dx.doi.org/10.24256/itj.v3i2.1805.
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Reading is a multidimensional, intellectual activity, which requires specific skills and strategies. Indonesian researchers have conducted research addressing various issues in reading in the domain of English as a Foreign Language/EFL. This article reviews the current development of theories and models of EFL reading and qualitative research into EFL reading in Indonesia. Through discussion of theoretical and practical perspectives, it appears that EFL reading researchers and teachers in Indonesia are interested in promoting and conducting studies not only on the effectiveness of intensive reading, but also of extensive reading in their academic institutions. In this way, their students will have sufficient opportunities to gain competence in both types of reading, and will develop the capability of using their knowledge of English to capitalise on the advancement of science and technology in the global world.
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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.
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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability
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Savaş, Bekir. "An application of extensive reading to English for academic purposes programs at tertiary level for functional academic literacy: A Turkish case-study." ASp, no. 55 (March 1, 2009): 65–84. http://dx.doi.org/10.4000/asp.254.
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Dali, Keren, and Lindsay McNiff. "Reading work as a diversity practice: A differentiated approach to reading promotion in academic libraries in North America." Journal of Librarianship and Information Science 52, no. 4 (February 12, 2020): 1050–62. http://dx.doi.org/10.1177/0961000620902247.
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This article positions the practice of working with readers in academic libraries as a diversity practice and examines this practice through the lens of the Diversity by Design concept. We use Diversity by Design to propose and explicate a differentiated approach to reading promotion on campus, drawing attention to the broader and multiple meanings of diversity in the context of reading engagements. We look at the differentiated nature of readerships on campuses as an expression of inherent diversity in North American institutions of higher education and, by extension, academic libraries. We also make specific recommendations on how to give reading practices in academic libraries a boost and a new direction, befitting the diverse and eclectic nature of contemporary North American universities.
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Macdonald, Kirstin, Nikki Milne, Robin Orr, and Rodney Pope. "Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review." International Journal of Environmental Research and Public Health 15, no. 8 (July 28, 2018): 1603. http://dx.doi.org/10.3390/ijerph15081603.
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Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.
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Jeong Hyeong geun. "A Study on Reading Lesson Plans in Korean for Learners with an Academic Purpose - With a Focus on Extensive Reading through Co-op Co-op." Institute for Humanities and Social Sciences 18, no. 4 (November 2017): 201–24. http://dx.doi.org/10.15818/ihss.2017.18.4.201.
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Leahy, Marie A., and Nicole M. Fitzpatrick. "Early Readers and Academic Success." Journal of Educational and Developmental Psychology 7, no. 2 (August 22, 2017): 87. http://dx.doi.org/10.5539/jedp.v7n2p87.
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This study examined the degree to which the age that a child learns to read affects his or her future academic success. In recent years, society and school districts, as well as an increasing number of parents, have been urging children to read at earlier ages. Therefore, in order to investigate the research question, an extensive survey was developed and electronically dispersed to individuals eighteen years of age or older. The survey was completed by 220 respondents, collected, and evaluated. The survey results provided quantitative data on respondents’ demographic backgrounds as well as their childhood reading and academic histories. A significant number of respondents, 85%, said they regarded the age a child learns to read as important. Over 82% of early readers, ages three and four, described their overall academic success as either “Excellent” or “Very Good”, which was 12% higher than the respondents who did not learn to read until age six or older. The factors that were not impacted by the age the respondents learned to read was whether or not they went to college or earned advanced degrees. Therefore, while academic success is often perceived as getting good grades in school, is that really enough? The respondents who learned to read at an early age generally earned good grades in school, but that did not necessarily translate to being more likely to go to college or earn an advanced degree, which is a strong measure of overall academic success.
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İşci, Cenan. "Reading literacy of bilingual and monolingual students in Turkey: A comparative study based on PISA 2018 data." African Educational Research Journal 9, S1 (June 7, 2021): S21—S28. http://dx.doi.org/10.30918/aerj.9s1.21.010.
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Reading literacy is regarded as one of the most crucial prerequisites for academic success in all fields. PISA surveys reading literacy with extensive demographic data in several countries to provide detailed feedback for detecting problems in their education systems. In many countries, bilingual students are facing several problems in schools, especially language-related problems. In this context, this study is causal-comparative research aiming to compare bilingual and monolingual students’ Turkish reading literacies based on PISA 2018 data while controlling their economic, social and cultural status. In Turkey, 6890 students from 186 schools, who were selected through stratified random sampling, participated in PISA 2018 implementation. Bilingual and monolingual students’ reading literacies were compared through ANCOVA where their economic social and cultural status is the covariate. Findings showed that monolingual students have greater reading literacy scores than bilingual students when their economic, social and cultural status were controlled. This finding indicates that there may be some problems in Turkish language teaching/learning strategies for bilingual students, which do not originate from their economic, social and cultural status. In this paper, the possible reasons for bilingual students’ low reading literacy, are discussed, and some possible solutions for these problems are suggested.
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Warnby, Marcus. "Receptive academic vocabulary knowledge and extramural English involvement – is there a correlation?" ITL - International Journal of Applied Linguistics 173, no. 1 (December 1, 2021): 120–52. http://dx.doi.org/10.1075/itl.21021.war.
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Abstract Extramural English (EE) exposure has been shown to correlate with general vocabulary knowledge. It remains uncertain, however, how academic vocabulary knowledge correlates with EE and can be explained by EE factors and demographic factors. Therefore, an academic vocabulary test, a background questionnaire, and a survey on current EE involvement were administered to 817 Swedish upper-secondary students in university-preparatory study programmes. A linear model revealed little explanation from demographic factors (age, gender, number of first languages, length of English instruction, and parental educational level) whereas EE factors (reading, listening & viewing without textual support, viewing with Swedish subtitles) accounted for 26% of the variation. Since extensive EE involvement may support the incidental learning of academic lexis, the paper suggests pre-tertiary instructional principles being guided by extramural as well as intramural incidental learning opportunities.
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Green, Clarence. "Extensive reading and viewing as input for academic vocabulary: A large-scale vocabulary profile coverage study of students’ reading and writing across multiple secondary school subjects." Lingua 239 (May 2020): 102838. http://dx.doi.org/10.1016/j.lingua.2020.102838.
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Wang, Yi. "Lexical Cohesion Patterns of Natural Science Academic Text and Implications for Lexical Teaching: Textual Analysis of IELTS Reading Passages." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 836–45. http://dx.doi.org/10.17507/tpls.1205.03.
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With IELTS’s worldwide recognition as an accountable indicator of English proficiency level, scholars have investigated IELTS extensively to provide insights for ESL teaching. Despite the manifold investigation into the validity, typographical features, washback on candidates and practical knowledge of the reading test, little research is done to manifest its lexical cohesion patterns and pedagogical implications. To fill in the research gap, the researcher selected 20 natural science passages from IELTS reading passages and conducted textual analysis under Halliday and Hasan’s English cohesion framework. Pedagogical implications are revealed by combining research findings with a lexical-based teaching approach, lexical syllabus design and knowledge structure development in the subject matter. Research findings indicate that the lexical cohesion patterns of natural science passages share similar organisational structures with subject matter knowledge. Reiteration patterns establish a panoramic view and taxonomic framework of subject matter, whereas collocation patterns focus on detailed explanations, examples and contextual extension that can contribute to the accruement of real-world knowledge. Based on these findings, the study suggests that the teacher can integrate lexical cohesion syllabus into the traditional pre-reading, while-reading and post-reading teaching stages. Though limited in scope and validity, these findings can provide a framework of combined research between text analysis and teaching approaches. More empirical experiments can be followed up to undergird the efficacy of the suggested lexical syllabus and provide more detailed pedagogical insights.
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Baverstock, Alison, Jackie Steinitz, Laura Bryars, Kimberley Sheehan, Charlotte Butler, Allison Williams, Angelika Dalba, et al. "How Do You Choose a Book for a Pre-arrival Shared Reading Scheme in a University?" Logos 28, no. 3 (November 30, 2017): 41–57. http://dx.doi.org/10.1163/1878-4712-11112134.
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This paper continues the exploration of Kingston University’s pre-arrival shared reading scheme, the Kingston University Big Read (KUBR), this time considering action research into how best to choose a common book. After a review of methods used to choose books both specifically in American universities and generally within large shared reading groups, the method used for the KUBR is described. A key objective of the KUBR is to promote inclusion, so the longlist of titles considered was produced by inviting the entire community to submit suggestions. Since the list was extensive, time to make a choice was short, and there was a strong desire for the methodology to be as objective as possible, it was decided to identify the key criteria relevant to choosing a suitable book and then use a simple algorithm—essentially a weighted scoring system—to score each book using readily available data in order to make a shortlist of six books. These were then read by a panel of students and administrative and academic staff. The book finally chosen was Matt Haig’s The Humans. This paper details each step of the method and finishes with an appraisal and lessons learnt for next time.
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Tally, Justine. "The Gnosis of Toni Morrison: Morrison’s Conversation with Herman Melville, with a Nod to Umberto Eco." Contemporary Women's Writing 13, no. 3 (November 2019): 357–76. http://dx.doi.org/10.1093/cww/vpaa011.
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Abstract Long before Toni Morrison was extensively recognized as a serious contender in the “Global Market of Intellectuals,” she was obviously reading and absorbing challenging critical work that was considered “provocative and controversial” by the keepers of the US academic community at the time. While no one disputes the influence of Elaine Pagels’ work on Gnosticism at the University of Princeton, particularly its importance for Jazz and Paradise, the second and third novels of the Morrison trilogy, Gnosticism in Beloved has not been so carefully considered. Yet this keen interest in Gnosticism coupled with the author’s systematic study of authors from the mid-19th-century American Renaissance inevitably led her to deal with the fascination of Renaissance authors with Egypt (where the Nag Hammadi manuscripts were rediscovered), its ancient civilization, and its mythology. The extensive analysis of a leading French literary critic of Herman Melville, Prof. Viola Sachs, becomes the inspiration for a startlingly different reading of Morrison’s seminal novel, one that positions this author in a direct dialogue with the premises of Melville’s masterpiece, Moby-Dick, also drawing on the importance of Gnosticism for Umberto Eco’s 1980 international best-seller, The Name of the Rose.
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Gursoy, Esim. "Prospective ELT Teachers Attitudes Toward The English Language In An EFL Context." Journal of International Education Research (JIER) 9, no. 1 (December 22, 2012): 107–14. http://dx.doi.org/10.19030/jier.v9i1.7506.
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Attitudes toward a foreign language and the motivation to learn a language have been of interest to many educators and researchers. However, the majority of research has been conducted with language learners. There is a lack of literature concerning the attitudes of teachers and teacher trainees toward the language they are or will be teaching. Thus, the current study aims to investigate English Language Teaching (ELT) teacher trainees attitudes toward the English language and their self-reported difficulties when using their foreign language skills in daily and academic language. Two hundred teacher trainees participated in the study. The questionnaire, which was developed via an extensive literature review and adaptations of Karahans (2007) and Al Zahranis (2008) studies, was found reliable (Conbachs alpha, .876). The study showed that trainees have mildly positive attitudes toward the English language, with females being more positive than males. The findings also suggest that trainees have stronger instrumental motivation than integrative motivation. Moreover, the results indicate that trainees do not differ significantly in terms of their difficulties in using daily language skills. However, there are some statistically significant differences in academic language, such as vocabulary and monologue speech. In addition, there are statistically significant differences between males and females in speaking and reading comprehension for daily language, as well as reading comprehension for academic language.
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Mustafa, Arij, Atif Noor Arbab, and Alaa Ahmed El Sayed. "Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman." Arab World English Journal 13, no. 3 (September 24, 2022): 41–53. http://dx.doi.org/10.24093/awej/vol13no3.3.
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The English language is the medium of instruction in Omani Higher Education Institutions (HEIs), and mastering writing in English has become a requirement for success. This study aims to investigate the challenges faced by the learners at the tertiary level when writing English from learners’ perspective and to determine what teaching approach students consider the most effective. A survey was conducted for the purpose of focusing on two main domains, the difficulties faced by them from their perspective, and the strategies they deem helpful. The results show that students’ main challenges are the limited vocabulary and range of grammatical structures, inability to comprehend reading texts, and difficulties in summarizing and paraphrasing. Findings also show that the most helpful strategies, from students’ point of view, are feedback from the teacher, both specific and general, extensive reading about the topic, using a dictionary, examining writing models, and writing multiple drafts.
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Afridi, Mehnaz M. "Shared Stories, Rival Tellings." American Journal of Islam and Society 33, no. 2 (April 1, 2016): 121–24. http://dx.doi.org/10.35632/ajis.v33i2.911.
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“What are the differences and similarities between the early encounter andpivotal stories of the Abrahamic faiths?” is the main question underlying thisengaging academic book. Recently, there has been a revitalization of discussionsabout Jewish-Christian-Muslim relations in academia and in interfaithwork around the United States. This book comes at a timely and crucial time,one in which where there is so much misunderstanding and misinformationabout these particular faiths, especially about the questions of origins and absolutetruths. Gregg’s methodology and choice of texts, illustrations and sacredstories are intriguing and complex. The book captures the reader in a detailedtextual analysis that seems hard to sustain; however, his writing wins one overwith its clarity and enticing content that one cannot stop reading this tome ofa book. He provides an extensive yet accessible guide for many religious textsthat also include artwork as well as historical writings to illuminate religiousinterpretations and their impact on community relations.
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Tanaka, Mitsuko. "Investigating the Effects of Short In-class Extensive Reading on Improving English Proficiency." Language Teacher 41, no. 3 (May 1, 2017): 3. http://dx.doi.org/10.37546/jalttlt41.3-1.
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This study investigated the effects of short in-class extensive reading (ER) on English proficiency. The participants (N = 322) were first-year Japanese students at a private women’s university. The ER group (n = 160) did 20 minutes of ER once a week. The control group (n = 162) dedicated 20 minutes to a dictogloss every other week. In the remaining class time, both groups received task-based language teaching instruction. English proficiency tests were also administered at the beginning and the end of the academic year. The results of a mixed design MANOVA showed that both groups significantly improved their vocabulary and reading comprehension scores over the year but there were no differences in the gains made by the two groups. These findings suggest that short in-class ER might be effective in developing vocabulary knowledge and reading comprehension skills but does not yield significantly better effects than dictogloss. 本論は授業時に短時間行う多読学習（ER）が英語熟達度の伸びに及ぼす効果を明らかにすることを目的とする。参加者は日本の私立女子大学1年生322名である。多読群（n = 160）は毎週1回20分間の多読学習を行い、統制群（n = 162）は隔週で20分間のディクトグロスを行った。多読・ディクトグロス以外の時間は両群とも同じカリキュラム（TBLT）に基づく英語学習を行った。また、学年の始めと終わりにプレイスメントテストを実施し、そのスコアを英語熟達度の伸びの指標として使用した。二元配置多変量分散分析の結果、両群とも年間を通じて読解力・語彙力を伸ばしてはいるが、両群の英語熟達度の伸びには差がないことが明らかになった。このことから、授業時に短時間行う多読学習は読解力・語彙力を伸ばすのに効果的であり得るものの、ディクトグロスよりも英語力を伸ばす効果が高いとは言えないことが示された。
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Tiwari, Hari Prasad. "Book Reading Habits of College Level English Language Teachers." KMC Journal 4, no. 2 (August 26, 2022): 103–16. http://dx.doi.org/10.3126/kmcj.v4i2.47742.
Full textAbstract:
Reading only textbooks or coursebooks is not enough for English language teachers. In addition to textbooks, they should read several books for their academic advancement. Keeping this in mind, this descriptive survey design under quantitative research tried to find out the book reading habits of the college level English Language (EL) teachers. The participants of the study consisted of 20 English language teachers who have been teaching English in different Tribhuvan University (TU) affiliated colleges located in Banke district. The participants were selected employing simple random sampling technique. The data was collected using a questionnaire which included altogether fifteen questions. The first ten questions were closed ended and the last five questions were open ended. The collected data was analyzed based on the descriptive statistics technique of data analysis. The results of the study showed that the average number of books the college teachers read in a year is approximately four. Similarly, the majority of college teachers have no habits of reading even a single book in a month. Another finding of this study is that college teachers prefer extensive reading over intensive one. Moreover, the college teachers believed that the library is the main source for college teachers to read.
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Banjac, Sonja, Laura Hull, K. V. Petrides, and Stella Mavroveli. "Validation of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF)." Psihologija 49, no. 4 (2016): 375–92. http://dx.doi.org/10.2298/psi1604375b.
Full textAbstract:
This study investigated trait EI in childhood in a Serbian population by validating a Serbian adaptation of the Trait Emotional Intelligence Questionnaire - Child Form (TEIQue-CF). All 606 participants (Mage = 10.33, SD = 1.55) completed the TEIQue-CF, the Reading the Mind in the Eyes Test (revised version), and the Guess Who peer assessment. Data on academic achievement and truancy were also obtained. The Serbian TEIQue-CF demonstrated robust psychometric properties with satisfactory internal consistencies and extensive evidence of validity in relation to criteria such as emotion recognition, academic grades, truancy rates, and peer ratings. Factor analyses suggested a two-factor solution for the total sample, but a unifactorial structure for the two groups of younger children aged 8 to 9 and 10 to 11. Overall, the results corroborate the validity of the Serbian adaptation and the theoretical and practical importance of the construct of trait EI in children.
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Levine, Adina, and Thea Reves. "Does the Method of Vocabulary Presentation Make a Difference?" TESL Canada Journal 8, no. 1 (October 26, 1990): 37. http://dx.doi.org/10.18806/tesl.v8i1.577.
Full textAbstract:
Extensive vocabulary appears to be of utmost importance for the comprehension of academic reading material. Classroom materials as well as learners' self-reports indicate that whereas specialized terminology may not constitute difficulties to the student, it is the unfamiliarity with general vocabulary which seems to be the biggest problem in text comprehension. The purpose of the study was to investigate a. the effect of the method of vocabulary presentation on vocabulary acquisition and b. the inter-relationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. The study was carried out in the framework of a reading programme in English as a Foreign Language (EFL). The overall picture that emerged from the study confirmed the hypothesized inter-relationship between vocabulary acquisition on the one hand and method of presentation and learner-factors on the other. The data indicate different relationships in the case of long-term retention than in the short-term retention of vocabulary.