Dissertations / Theses on the topic 'Reading in English'
To see the other types of publications on this topic, follow the link: Reading in English.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reading in English.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Petersson, Emmy. "Reading Attitudes in English 5 : Swedish Pupils' Attitudes towards Reading in English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52092.
Full textAbstract:
The aim of this essay is to investigate Swedish upper secondary pupils’ attitudes towards reading in English. 190 pupils from three different schools in southern Sweden have answered a questionnaire in order to find out about what they think about reading in English and where they think the importance lies. The results show that a majority of the pupils find reading instructive, and generally a positive attitude is shown. When it comes to the importance, many pupil regard reading as a tool for them to develop their language, since the reading gives them new vocabulary, and an understanding for grammar and sentence structure. The results also show minor differences between girls and boys, and between the pupils who study a vocational programme and those studying an academic programme.
2
Dunser, Maria L. "READING NATURE, READING EVE: READING HUMAN NATURE IN JOHN MILTON'S PARADISE LOST." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04032008-144046/.
Full textAbstract:
Renaissance England was a period of tremendous flux; ideas about science, gender and knowledge or how we come to knowledge come under examination. These areas of flux intersect with the text examined here in their relationship to the key concept of nature. In John Miltons, Paradise Lost, nature appears in various forms over sixty times. By first examining the word nature in relation to the ideas in flux during the period and next examining Miltons use of the word in the epic, an overlooked yet significant aspect of his epic emerges. Milton uses the mutability of nature to further justify the ways of God to man. How his use of nature develops an association between nature and Eve is of even greater significance. In a carnivalesque inversion of the convention of the period, Miltons development of nature in the poem and his development of the association of Eve with nature reveal an association of Eve with human nature.
3
Howsam, Melissa Anne. "Reading Through Abjection." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11212003-195541/.
Full textAbstract:
In this thesis, I read through Kristeva?s theory of the abject as a way of interpreting Cristina Garcia?s Dreaming in Cuban (1993) and interrogating common psychoanalytic readings of Christina Rossetti?s Goblin Market (1859) and Bram Stoker?s Dracula (1897). The purpose of each of these readings has been to gauge the usefulness of Kristeva?s theory as a critical tool and to determine what it allows us to achieve as literary critics and, even, as readers. Although Kristeva is clear about her desire to see women liberate themselves from the confining roles ascribed to them by psychoanalytic theory and patriarchal norms, she is not clear about how her theory can be used. Therefore, I apply her theory, specifically that of the abject, to these three fundamentally different texts in order to both investigate its usefulness and to determine what is, if anything, the triumphant result of its application (in terms of feminism).
4
Chirchick, Rebecca Miriam. "After school intervention for English learners a pilot reading program targeting reading fluency and motivation /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906691&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
5
Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
Full text
6
Wood, Michelle. "Dehiscence : reading, breath and step." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/69687/.
Full text
7
Tang, Shuk-yee, and 鄧淑儀. "The phonics approach and reading English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.
Full text
8
Yandell, John. "Reading literature in urban English classrooms." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.
Full textAbstract:
This thesis presents an argument for a reconceptualisation of how literature is read in secondary urban English classrooms and of what is accomplished through the activities of reading. In the discourse of policy and in theorised accounts of practice, the reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This thesis argues for a broader - historically, ethnographically, psychologically and theoretically informed - understanding of what constitutes reading, for a fully social conception of the sign and of sign-making and for a social model of learning. It draws on data gathered through classroom observation and digital videotape of English lessons taught over the course of a year by two teachers in a secondary comprehensive school in East London. It situates such data, and the interpretation of such data, in culture and history, in the culture and history of the researcher as well as of the participants in the research, school students and their teachers. Attention is paid to the pedagogy of the two teachers, to the constraints that operate on them and to the choices that they make. The thesis presents an interpretation of school students' engagement with literary texts as an active, collaborative process of meaning-making. Literature, instantiated in multiple forms in these classrooms, functions not as a valorised heritage to be transmitted so much as a resource for the students' work of cultural production and contestation.
9
McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
Full textAbstract:
English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
10
Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Full textAbstract:
Language ArtsEd.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
11
Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
12
Hedman, Marika. "Reading in English in Swedish Classrooms : A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30095.
Full textAbstract:
This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT). This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.
13
Knezek, Lois Ann. "Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801951/.
Full textAbstract:
English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university-level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate-level ELLs when reading an academic English text online. Participating in the study were four foreign-born doctoral students from different first-language backgrounds—Arabic, Korean, Urdu, and Vietnamese—and the focus was on commonalities as well as differences among them. All four were enrolled in the same doctoral-level course, which included the reading of a specific online academic article as a course requirement. When reading this text individually, each student participated in a think-aloud procedure, followed by post-reading and discourse-based interviews. Analyses included unitizing data from the think-aloud protocols, coding units for strategies employed, and considering related interview commentary and classroom contributions. In their reading, these students made major use of problem-solving strategies, especially reading segments aloud and questioning. They also employed evaluative strategies as well as metacognitive strategies, which included affirming their understanding or indicating lack of understanding. With respect to global strategies, all made use of the article’s abstract and used the cursor to scroll forward to preview the article. In contrast to previous research with undergraduates, these students made little use of support strategies that involved translation websites. Instead, their major support strategies were navigating to web-based tools, particularly online encyclopedias in English. Despite prior theory and research suggesting the importance of sociorhetorical strategies in academic reading, only one student directed much attention to the authors of the article and to authorial intent. Although all four participants were students in the same doctoral course and were reading the same contextualized article, their strategy use differed in ways that seemed to be related to their educational and cultural backgrounds. Through its detailed analyses of these acts of academic reading, the study contributes to research into the sociocultural nature of ELL students’ reading process.
14
Nugent, Theresa Lanpher. "Reading Molly Bloom." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625891.
Full text
15
Dahdouli, Mona, and Heba El-Janoudi. "English reading instruction and comprehension in grade 6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.
Full textAbstract:
The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.
16
Yau, Kwai Fong Rachel. "A think-aloud protocol analysis of the reading strategies of six non-native English learners reading in English." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/71.
Full text
17
Maltby, Deborah K. Phegley Jennifer. "Reading "Hodge" nineteenth-century English rural workers /." Diss., UMK access, 2007.
Find full textAbstract:
Thesis (Ph. D.)--Dept. of English and Dept. of History. University of Missouri--Kansas City, 2007."A dissertation in English and history." Advisor: Jennifer Phegley. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Nov. 13, 2007. Includes bibliographical references (leaves 299-321). Online version of the print edition.
18
Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.
Full text
19
Battirola, Angela Cristina. "Reading in english as a foreign language." reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103556.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês, Florianópolis, 2013Made available in DSpace on 2013-07-16T21:14:13Z (GMT). No. of bitstreams: 0
20
Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.
Full textAbstract:
This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.
21
Özkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.
Full textAbstract:
The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.
22
Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.
Full textAbstract:
CITE/Language ArtsEd.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
23
Zonglin, Chang. "Schemata, metaphor and literary readings : a case study of Chinese EFL learners reading poems." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391430.
Full text
24
Beattie, Tiffany. "Oral Reading Fluency and the Simple View of Reading for English Language Learners." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23803.
Full textAbstract:
The Simple View of Reading is a well-known lens for understanding the skills that contribute to proficient reading. The Simple View explains reading comprehension as the product of decoding and listening comprehension. There is a gap in the literature regarding the applicability of the Simple View for Spanish-speaking English language learners, and also whether oral reading fluency would be valuable to include in the model as an intermediate variable. In the present study two groups of third grade students, one group comprised of students classified as English language learners and a comparison group of non-ELL students, were assessed on several reading skills. Data were collected on listening comprehension, decoding, oral reading fluency, and reading comprehension. Data were analyzed using generalized least squares estimation for path analysis and partial invariance testing. Findings support the inclusion of oral reading fluency in the Simple View model, highlight the significance of listening comprehension, and suggest the Simple View model applies equally well across ELL and non-ELL groups. Limitations and future directions are addressed.
25
Yoon, Hae-Lim. "A genre-based reading process in English as a foreign language reading instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1360.
Full text
26
Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
Full textAbstract:
This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.
27
Yau, So-ngor. "Bilingual reading strategy development in L.1 Chinese and L.2 English /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18737237.
Full text
28
Hann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.
Full textAbstract:
Teaching & LearningEd.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
29
Tamrackitkun, K. "Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/11924/.
Full textAbstract:
This study investigated reading comprehension, reading fluency and attitudes of students after exposure to extensive reading (ER), an approach to teaching and learning foreign languages without using a dictionary or focusing on grammar, but aiming to get learners to read extensively by choosing books on their own, for general comprehension, good reading habits and enjoyment (Day and Bamford 1998; Prowse 1999). It was conducted in the Thai context with English as foreign language (EFL) students at Rajamangala University of Technology Thanyaburi (RMUTT) in Thailand during a period of four months, one academic semester. The teaching procedure conformed to the principles of ER with a wide-ranging selection of graded reader books. Multiple measurements used to assess comprehension with three narrative texts were written recall protocol, and translation tests; multiple choice questions with twelve texts in timed reading to assess reading fluency; and a survey questionnaire as well as an in-depth interview to gather data on attitudes towards extensive reading. The study employed a double-control pre- and post-test (Solomon) design: two experimental groups (N = 52 and 50) and four control groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to separate out the effects caused by using the same instruments. The findings suggest positive effects of ER on the learners’ reading comprehension and provide conclusive evidence of reading fluency improvement together with a positive attitude towards ER. The study also revealed that credit or score is a key factor to encourage students to read and they preferred reading in a controlled situation in class including taking the tests of timed reading. The thesis discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that in order to maximize the benefits of ER, an adjustment of procedures is essential prior to the integration with language courses in the Thai and other similar contexts.
30
Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.
Find full textAbstract:
Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
31
Robinson, Jennifer Lynn. "English language learners' motivation to engage in reading." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/J_Robinson_041910.pdf.
Full text
32
Kuo, Kwannin. "A study of engineering undergraduates' English reading comprehension." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602355.
Full textAbstract:
This study aims to investigate engineering undergraduates' English reading comprehension within a non-western EFL context. Specifically, the researcher conducted a study to examine various cognitive factors affecting Taiwanese engineering undergraduates' English reading comprehension on expository texts in English. Four variables were considered in this study, namely vocabulary, L 1 (Chinese) reading ability, prior knowledge and strategy awareness. A two-phase study was conducted. At the first stage, general English reading comprehension was highlighted, whereas chemistry English reading comprehension was targeted in the second phase. The instruments used in this study were a battery of tests consisting of vocabulary levels test, Chinese reading test, chemistry test, general and chemistry English reading comprehension test and a strategy questionnaire. A total of 634 chemical engineering undergraduates from three universities of technology in the northern Taiwan participated in the first main study. Among them, only 291 participants who completed the entire data collection process were involved in the second main study. Findings from the quantitative data indicated that English vocabulary knowledge is the most salient factor in predicting general English reading comprehension, whereas chemistry knowledge is the most important factor in affecting chemistry English reading comprehension. Most of these engineering students were a dearth of English vocabulary knowledge. As a result, vocabulary deficits constrained these engineering undergraduates from transferring their L 1 reading skills and strategies to comprehending texts in English. In other words, to some degree, the study provided empirical evidence of the linguistic threshold hypothesis. However, a striking finding of this study is that these engineering subjects partially compensated their L2 reading comprehension by strengths in prior knowledge regardless of the linguistic threshold. The results yielded pedagogical implications including the importance of vocabulary instruction within a non-western EFL context and the advantage of content-based instructions because it is likely that even for unskilled L2 readers, background knowledge may partially compensate their vocabulary deficiency.
33
Tumolo, Celso Henrique Soufen. "Assessment of reading in english as foreign language." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101915.
Full textAbstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2013-07-15T23:32:10Z (GMT). No. of bitstreams: 1 213306.pdf: 4034202 bytes, checksum: 479db90b6d637529f6e2b55a06239b8b (MD5)
In the present study, the defensibility of test items is investigated in three different testing situations: proficiency tests, classroom tests, and university entrance examinations. The defensibility is judged using the concept of validity as put forth by Messick (1989) for educational testing and by Bachman (1990) for language testing, i.e., in terms of validity of the interpretations and actions based on test item responses, considering the justifications coming from evidential basis and consequential basis. For the investigation, in terms of evidential basis, for construct-related evidence, constructs of language ability and reading ability are used, and for criterion-related evidence, the criterion defined for university studies by Weir, Huizhong, and Yan (2000) and the framework proposed by Bachman (1990) for the assessment of authenticity of test tasks in relation to the criterion tasks are used. In terms of consequential basis, an appraisal of the consequences is based on Bachman's (1990) notion of fairness and Shohamy's (2001) critical perspective of the use of tests. The method used for the investigation is based on recent notion of validity as argument-based proposed by many scholars in the area of testing. It is also based on the validity table proposed by Chapelle (1994) for considerations of the forces of the arguments, both in favor, or against the validity of the interpretation of ability based on the items, with the additional feature of a third column, with the refutation of the argument against, as suggested by Davidson (personal communication, 2004). Considering the arguments provided for each item, it is possible to conclude that some items are defensible and some are not. Some defensible items focus on skills such as identification of syntax and cohesion, in particular lexical cohesion, inference of word meaning, elementary and propositional inferences, and identification of functional value. Some non-defensible items have the construct-irrelevant aspects of assessing constructs other than reading ability, such as vocabulary knowledge, background knowledge, writing ability, illustration comprehension, and the criterion-irrelevant aspect of assessing tasks not present in the criterion, such as the tasks specific for reading non-academic texts as poems, narratives, advertisements, and technical problems impeding test takers to perform at their level of ability. Other non-defensible items have the consequence of being biased once specific background knowledge is presupposed for their answers. The political and pedagogical implications of the conclusions claim for the choice or development of items incorporating features of validity, in all the facets, considering both evidential basis and consequential basis, so as to make them more defensible.
34
Carvalho, Lina Rosa Lira Ribeiro Gonçalves de. "Reading strategies in english as a foreign language." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106233.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1984.Made available in DSpace on 2013-12-05T19:47:38Z (GMT). No. of bitstreams: 1 322077.pdf: 5677128 bytes, checksum: 85b5807797230e21a621d657b167cefc (MD5)
35
Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
Full text
36
Dalquist, Rasmus. "English Speaking Cultures in Middle School Reading Material." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34602.
Full textAbstract:
This study is an attempt to discuss and reflect over which cultures that are present in the reading material in the English language education in the years four to six at in a school outside of Malmö. The concept of culture is discussed from an educational perspective. The cultures present in the learners reading material and the teachers perspective on foreign cultures is also discoursed. Relevant previous research is highlighted and used to examine the collected material. The data is collected from interviews with three middle school teachers and from an analysis of the reading material that is used in the English education. The results reveal that British or American culture is heavily over-represented. The three teacher’s education is based almost solely on the textbook and therefore the textbook is given great mandate on which cultures that are present in the classroom. The results led to the argumentation that the English education in Sweden ought to be challenged. The endonormative perspective that places a clear emphasize on the native speaking norm, and revolves around inner circle cultures in the English classroom does not suffice as a foundation for our young learners. To solely focus on an English or American context will not prepare our pupils for the global challenges that lies ahead. English as an international language is spoken in all the corners of the world and all these corners ought to be invited into our classroom.
37
Vo, Tuongvi N. "Paired Reading Intervention for Limited English Proficient Students." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375.
Full text
38
Mumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.
Full text
39
Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.
Full text
40
Morravej, Tors Natalie. "What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747.
Full textAbstract:
The purpose of this study is to compare and contrast the motivations for reading in the subject syllabi for English in England and Sweden in the hopes of discovering how the English steering documents can inspire Swedish teachers to adopt new perspectives and approaches to reading. The aspects explored are epistemological approaches, reading content, general aims and aims within the subject, skills, requirements, discourses, and language usage. The study analyzes each of the subject syllabi from both countries and the final phase involves a comparison, which demonstrates the profitable and non-profitable similarities and dissimilarities. The study provides valuable perspectives on how teachers can broaden their interpretation of Swedish steering documents for the subject of English by departing from critical reading concepts and using a more encouraging discourse than that found in steering documents.
41
Masuhara, Hitomi. "Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/304964.
Full textAbstract:
This thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal systems. Making use of neural perspectives, a critical review of historical and of current reading models is conducted. Attempts are made to provide alternative interpretations for the phenomena recognised in empirical studies based on observations of reading behaviours, on computer-based studies and on the introspective data of experts and of learners. This thesis reports two experiments which were designed to investigate the Ll and L2 reading processes through Think Aloud, Immediate Retrospection, Questionnaires and Interviews. The results indicate that advanced learners, despite their established reading ability in their native languages, often rely heavily on cognitive and studial styles of L2 reading which inhibit fluent and effective reading. Neural accounts are offered which suggest that the ineffective reading styles are due to weakness in the degree of neural developments. This thesis evaluates the reading sections of current and typical coursebooks according to neural-based criteria and concludes that learners are not being given the opportunities to develop the neural networks required in fluent and enjoyable reading. Finally suggestions are made for future reading research and pedagogy.
42
Macdonald, Robert. "Reading restitution in District Six: law, discourse and 'governmentality'." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11693.
Full textAbstract:
Includes bibliographical references.This thesis carries out an interdisciplinary textual analysis of the legal documents (primarily contracts and court documents) used to negotiate and fix the terms of the statutory land restitution process in District Six, Cape Town, during the period from 1996 to 2012. Utilizing French philosopher Michel Foucault's theorisation of 'discourse' and 'governmentality', it traces the interweaving of restitution's legislative concepts with heterogeneous political and cultural discourses emanating from District Six's unique history. It is argued that the hybridised configurations of discourse generated by this encounter serve as new instruments of power in the space of this restitution project, lending themselves to a range unintended and sometimes paradoxical material outcomes.
43
Sacak, Begum Sacak. "Hypertext Reading Strategies of Advanced Non-Native English Speakers." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1534161093520165.
Full text
44
Chiang, Chiu-ling, and res cand@acu edu au. "The Effects of Graphic Organizers on Taiwanese Tertiary Students' EFL Reading Comprehension and Attitudes Towards Reading in English." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp77.29082006.
Full textAbstract:
The present study was a one sample pre- and post-session, quasi experimental design, conducted during an intensive English course in 2003 in Taiwan. Participants were fifty tertiary level freshmen from a medical college in Southern Taiwan. In order to understand the effects of graphic organizers on participants' EFL, reading comprehension and attitudes towards reading in English, quantitative and qualitative data were gathered. Research has shown that the graphic organizer is effective in facilitating reading comprehension and learning attitudes when students construct their own graphic organizers cooperatively in group-work in the post-reading session. The purpose of the present study was three-fold. First, the study investigated the effects of two different types of graphic organizer strategies, teacher- and student-generated on Taiwanese TVES (Technological and Vocational Education System) tertiary freshmen's EFL reading comprehension achievement. Secondly, the study explored participants' attitudes towards EFL reading after the use of the two types of organizer strategies. Thirdly, the study examined the participants' attitudes towards the use of the two types of organizer strategies. The study was conducted in two stages. During the first stage, the teacher-generated graphic organizer strategy was employed. In the second stage, participants generated graphic organizers in a group-work setting. Two comprehension tests generated by the researcher as a pre- and post-test were administered. Following analysis of the qualitative and quantitative data three important conclusions can be made. First, the student-generated graphic organizer strategy had significantly positive impact on the students' reading comprehension. I-Iowever, the ceiling effect of language proficiency inhibited low-scorers' comprehension performance. Secondly, the use of student-generated graphic organizers in a group-work setting had a significantly positive impact on students' attitudes towards EFL reading, particularly those of the low-scorers. Thirdly, students' attitudes towards the use of two graphic organizer strategies did not show any significant differences. Although these conclusions are based on a small sample, the findings of this study suggest that the use of graphic organizers is an effective pedagogical tool for promoting EFL, reading comprehension and improving attitudes toward EFL reading, particularly when students generate their graphic organizers cooperatively, Key words: EFL reading, tertiary students, graphic organizers, reading comprehension, attitudes towards reading.
45
Wibell-Kähr, Gustav, and Ek Filip Nilsson. "Analyzing the benefits of reading strategy instruction for reading comprehension in L2 English learners." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40266.
Full textAbstract:
This study investigates the potential benefits of reading strategy instruction in the English classroom in an L2 learner context. We examined the effects of reading strategy instruction on reading comprehension for L2 learners and investigated howreading strategies should be taught in the context of Swedish upper secondary school. To this end, six empirical studies were evaluated. We found that reading strategy instruction had a positive impact on reading comprehension in general, but that it was especially effective for certain student groups. Namely, intermediate learners benefitted more than other groups, while the weakest students improved the least in response to instruction. Furthermore, the research we examined suggests that it may be advantageous to focus on teaching a single strategy at a time. However, it is important to eventually expand students’ range ofstrategies long-term, since many pupils tend to over-rely on problem-solving strategies to the detriment of their progress in reading. Thus, emphasizing the less frequently used support strategies during instruction may help students read moreefficiently. Additionally, for reading strategies to best benefit learners, they should be taught in a clear, step-by-step manner. Finally, we argue that using aspects of Vygotsky’s sociocultural theory to inform lesson plans would greatly benefit students, especially those who are less proficient. Due to the lack of research in the increasingly heterogeneous Western world, future research should investigate how reading strategy instruction behaves in a multicultural context in the West.
46
Wang, Ya-hui, and 王雅卉. "EFL Eighth Graders' Englisg Reading Motivation, English Reading Attitude, and English Reading Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82972405659316538368.
Full textAbstract:
碩士國立彰化師範大學
兒童英語研究所
99
This study aimed to explore the eighth graders’ English reading motivation and English reading attitude in Taiwan and investigate the relationships between English reading motivation, English reading attitude, and English reading achievement. Gender differences in English reading achievement, English reading motivation, and English reading attitude were also examined. Hypothesizing that the constructs of English reading motivation and English reading attitude may be different from the constructs in L1 contexts, the present study attempted to reveal the constructs of English reading motivation and English reading attitude in an EFL context. The researcher further investigated the relationships between English reading motivation, English reading attitude, and English reading achievement. Participants in this study were 202 eighth graders, containing 89 males and 113 females, in Nantou County. All the participants completed an English reading motivation questionnaire and an English reading attitude questionnaire modified by the researcher of the study. The items of the questionnaires came from the following two sources: 1) a number of published questionnaires and 2) an expert’s suggestions. The English reading motivation questionnaire contained two parts, namely student background information and twelve cimponents of English reading motivation. The English reading attitude questionnaire included three sections, namely students background information, the three-component model of attitude, and attitude toward different reading materials. All the participants took the English reading comprehension test. The data were processed using statistical package SPSS19.0 for Windows version. Item analysis and reliability analysis were carried out to validate the underlying variables of English reading motivation questionnaire and English reading attitude questionnaire, which were conducted in the main study, and to delete items that were not reliable and valid. Cronbach’s α and construct reliability were calculated to confirm the reliabilities of the two instruments. The collected data were analyzed using exploratory factor analysis (EFA), descriptive stastics, t-tests, correlation analysis, and multiple regressions. Twelve factors were extracted from English reading motivation: reading efficacy,reading challenge, reading curiosity, reading involvement, importance of reading in English, reading for grades, reading compliance, reading avoidance, reading for recognition, social purposes of reading English, competition, and integrative orientation. With regard to English reading motivation, the gender difference only was found in the dimension of competition. English reading attitude involved affective, behavioral, and cognitive components. Moreover, attitude toward recreational and academic reading also can be included in the questionnaire to reveal the participants’ English reading attitude. For attitude toward reading English, the gender difference was found in the affective component. Attitudinal components have no significant relationship with the English reading achievement. Except for reading efficacy, the relationship between other components of English reading motivation and English reading achievement were found. Futhermore, results revealed no attitudinal components could significant predict English reading achievement and competition is the greatest predictor of English reading achievement.
47
CHANG, CHIEN YEN-LING, and 張簡雁鈴. "Taiwanese High School Students' English Reading Beliefs, English Reading Difficulties, and English Reading Strategy Use." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/19030090773979125487.
Full textAbstract:
碩士國立屏東大學
應用英語學系碩士班
103
The purpose of this study was to investigate Taiwanese EFL high school students’ reading beliefs, reading difficulties, and reading strategy use. It examined the effect of reading proficiency and gender on reading beliefs, reading difficulties, and reading strategy use. This survey research comprised of two instruments which were a reading comprehension test and a questionnaire. Three hundred and twenty high school students in Taiwan participated in this study. The quantitative analysis of the three sections of the questionnaire was conducted through the Statistical Package for the Social Sciences (SPSS). Major findings of this study revealed as follows. First, Taiwanese EFL high school students had more transaction beliefs than the rest of the beliefs (i.e. transmission and other beliefs about learning English reading). There was no significant difference between gender and English proficiency level regarding students’ reading beliefs. Second, Taiwanese EFL high school students thought vocabulary knowledge was the key to overcome reading problem, this was especially true for low-achievers. High-achievers encountered a reading difficulty with limited background knowledge. As for gender, male students had more reading difficulties than female students. Third, cognitive reading strategies were employed by the participants, and there was a significant difference between high- and low- achievers in terms of their individual reading strategy use. That is, high-achievers used more strategies than low-achievers. There was no effect from gender difference in their reading strategy use. In addition, there was a positive relationship between learners’ beliefs in reading and reading strategy use. A positive relation between students’ reading difficulties and reading performance was found. Moreover, students who experienced of taking GEPT (the General English Proficiency Test) would be predicted their reading performances. To conclude, this study provides EFL teachers and learners a better understanding of Taiwan EFL high school students’ reading beliefs, reading difficulties, and reading strategy use. Pedagogical implications, limitations, and suggestions for future studies are presented in this study.
48
Huei-Ling, Huang, and 黃惠玲. "The Relationship Between English Reading Anxiety and English Reading Proficiency of University English Major Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91038903094386113211.
Full textAbstract:
碩士南台科技大學
應用英語系
98
The purpose of this study was to investigate the relationship between English reading anxiety and English reading proficiency of university English major students, differences in English reading proficiency among students with different English reading anxiety levels, the sources of English reading anxiety, and the solutions of reducing English reading anxiety. The participants of the study consisted of 150 English major undergraduate students of Southern Taiwan University in Tainan County. All the participants were freshmen who enrolled in Applied English Department in Academic year 2008 and received a beginning English reading course for two hours per week. The instruments employed in this study were“Background Information & English Reading Experiences”, “Foreign Language Reading Anxiety Scale”, and “interview questions”. The questionnaire data were analyzed using descriptive statistics, Pearson Product Moment Correlation and One-way ANOVA. Ten students from high-anxious groups were selected for the interview and their interview records were analyzed qualitatively. The study findings revealed that there was a modest negative correlation between English reading anxiety and English reading proficiency. There was a significant difference in English reading proficiency among students with different English reading anxiety levels. Students with high reading anxiety tended to get lower reading scores and students with low reading anxiety tended to get higher reading scores. The factors that led to English reading anxiety contained low English proficiency, reading texts, and the tests. Low English proficiency included insufficient vocabulary size, inability to analyze complicated grammar, inability to comprehend the structure of the texts, and deficient knowledge of English. Reading texts included the problem of the length and the difficulty. Open-ended questions were the most anxiety-provoking section in a test. The solutions of reducing English reading anxiety from the perspectives of those students were increasing vocabulary size, being well-prepared before the class, paying special attention to the teacher, and building the habit of reading English every day. It is hoped that the study findings can be conducive to English reading courses and English learning.
49
Wang, Jiun-jie, and 王俊傑. "A STUDY OF ENGLISH SELF-EFFICACY, ENGLISH READING STRATEGIES, AND ENGLISH READING PROFICIENCY OF TAIWANESE JUNIOR HIGH SCHOOL STUDENTS." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/jfngh7.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士在職專班
99
Both English self-efficacy and language learning strategies have been seen critical in affecting one’s English proficiency (Chen, 2002; Linnenbrink & Pintrich, 2003; Magogwe & Oliver, 2007). In this study, participants were junior high school students in Taiwan who were surveyed about their English self-efficacy, English reading strategy use and their English reading proficiency. The effect of gender on their English self-efficacy, English reading strategy use and their English reading proficiency were explored as well. With a quantitative research method, the results indicated that Taiwanese junior high school students had a medium level of English self-efficacy, English reading strategy use, and English reading proficiency. Significant differences favoring females in English self-efficacy and English reading strategy use were found. However, students’ gender was found to have no significant relationship on their English reading proficiency. With regard to students’ English reading strategy use, Taiwanese junior high school students used memory strategies most frequently and metacognitive strategies least frequently. In addition, Taiwanese junior high school learners’ English reading proficiency levels were significantly positively correlated with their English self-efficacy and English reading strategy use. It is hoped that the findings of this study could provide practical implications for researchers, teachers, and their students in the field of language learning.
50
Gan, Xin-Ni, and 甘馨妮. "A Study of Taiwanese College Student’s English Reading Proficiency, English Learning Beliefs, and English Reading Strategies Use on ESP." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/02488140281868959715.
Full textAbstract:
碩士國立屏東大學
應用英語學系碩士班
103
This study investigated Taiwanese college students’ English proficiency, beliefs about English language learning, and their English reading strategies use on ESP.The participants of the study were 183 students at a college in southern Taiwan. The researcher utilized three thee instruments, including one English comprehension test, BALLI questionnaire which was designed based on Horwitz (1988), Yuen (2002), and Deci & Ryan (1985), and MARSI questionnaire which was designed based on Mokhtari & Reichard (2002). Regarding the findings of this study, the category “motivation and expectation” was the top belief about English language learning for ESP, while the category “the difficulty of language learning” was the bottom belief about English language learning for ESP. The results also revealed that ESP learners mostly employed problem solving strategies. Moreover, the findings indicated that proficient students showed higher rates of beliefs about English language learning and English reading strategies use on ESP as compared with less proficient students. The correlations among beliefs about English language learning, English reading strategies use, and English proficiency were also found in the study. In addition, this study demonstrated that proficient and less proficient students had different English reading difficulties on ESP learning. Cumulatively, the results of the study will enrich our understanding of Taiwanese college students’ beliefs about English language learning and English reading strategies use, and also shed light on the processes of achieving effective English instruction and learning.