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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.
Pełny tekst źródłaDunser, 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/.
Pełny tekst źródłaHowsam, Melissa Anne. "Reading Through Abjection". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11212003-195541/.
Pełny tekst źródłaChirchick, 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.
Pełny tekst źródłaBeers, 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.
Pełny tekst źródłaWood, Michelle. "Dehiscence : reading, breath and step". Thesis, University of Kent, 2017. https://kar.kent.ac.uk/69687/.
Pełny tekst źródłaTang, Shuk-yee, i 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.
Pełny tekst źródłaYandell, John. "Reading literature in urban English classrooms". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.
Pełny tekst źródłaMcKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
Pełny tekst źródłaHayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Pełny tekst źródłaEd.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
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.
Pełny tekst źródłaTypescript. 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.
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.
Pełny tekst źródłaKnezek, 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/.
Pełny tekst źródłaNugent, Theresa Lanpher. "Reading Molly Bloom". W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625891.
Pełny tekst źródłaDahdouli, Mona, i 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.
Pełny tekst źródłaYau, 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.
Pełny tekst źródłaMaltby, Deborah K. Phegley Jennifer. "Reading "Hodge" nineteenth-century English rural workers /". Diss., UMK access, 2007.
Znajdź pełny tekst źródła"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.
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.
Pełny tekst źródłaBattirola, Angela Cristina. "Reading in english as a foreign language". reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103556.
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Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.
Pełny tekst źródłaÖzkan, 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.
Pełny tekst źródłaBurrows, 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.
Pełny tekst źródłaEd.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
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.
Pełny tekst źródłaBeattie, 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.
Pełny tekst źródłaYoon, 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.
Pełny tekst źródłaGrönblad, 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.
Pełny tekst źródłaYau, 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.
Pełny tekst źródłaHann, 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.
Pełny tekst źródłaEd.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
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/.
Pełny tekst źródłaLawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading". Diss., UMK access, 2005.
Znajdź pełny tekst źródła"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.
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.
Pełny tekst źródłaKuo, 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.
Pełny tekst źródłaTumolo, Celso Henrique Soufen. "Assessment of reading in english as foreign language". Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101915.
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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.
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.
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Jo, Phill. "Strategic reading for English as a foreign language". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
Pełny tekst źródłaDalquist, 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.
Pełny tekst źródłaVo, Tuongvi N. "Paired Reading Intervention for Limited English Proficient Students". University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375.
Pełny tekst źródłaMumtaz, 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.
Pełny tekst źródłaMan, 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.
Pełny tekst źródłaMorravej, 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.
Pełny tekst źródłaMasuhara, 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.
Pełny tekst źródłaMacdonald, Robert. "Reading restitution in District Six: law, discourse and 'governmentality'". Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11693.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaChiang, Chiu-ling, i 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.
Pełny tekst źródłaWibell-Kähr, Gustav, i 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.
Pełny tekst źródłaWang, Ya-hui, i 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.
Pełny tekst źródła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.
CHANG, CHIEN YEN-LING, i 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.
Pełny tekst źródła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.
Huei-Ling, Huang, i 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.
Pełny tekst źródła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.
Wang, Jiun-jie, i 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.
Pełny tekst źródła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.
Gan, Xin-Ni, i 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.
Pełny tekst źródła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.