This study investigated how incorporating reading activities in writing classes can help secondary school students develop their writing skills. The study was conducted using samples selected conveniently which involved 30 Form Four and Five students from one of the local secondary schools in Kapit, Sarawak. This study examined specifically on the effects of engaging reading activities in writing classes on their writing performance. This qualitative study examined how incorporating reading activities into writing classes can influence students' writing results. Data was collected from a semi-structured interview and a pre-and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme. The result was analysed using descriptive statistic to find the mean and standard deviation of both pre and post-test. Findings showed that incorporating reading activities into writing tasks during English language class increased the respondents' writing output significantly. The results of this study are hoped to assist English as Second Language (ESL) students and teachers in recognising the importance of reading activities in writing classes as an effort to improve writing performance.
Reading comprehension is the ability to comprehend text, understand its meaning, and to connect with what the reader already knows. This study aims to investigate language learning strategies used by Year 4 primary pupils of a national-type Chinese secondary school in enhancing reading comprehension. Purposive sampling was used in this study where 15 males and 15 female pupils in Year 4 from a primary school in Selangor's suburbs were involved. This study employed a quantitative approach using survey adapted from 'Measuring ESL students reading strategies' by Kouider Mokhtari and Ravi Sheorey (2002) as instrument. The data from the survey was analysed using descriptive statistics and the most used learning strategies in reading comprehension was a Problem-Solving Strategies which the average score is 1.12 compared to other strategies; Global Reading strategies (1.0) and Support Reading Strategies (1.11). The findings revealed that the majority of the participants chose to apply Problem-Solving Strategies. Therefore, teachers should encourage and expose students the available language learning strategies and encourage them to use the strategies according to their required necessity and suitability. Future researchers should look into the characteristics that influence language learning strategies employed in reading comprehension by lower primary school students.
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