Reading fluency plays an important part in academic achievement at colleges and universities. Speed reading courses, along with repeated reading and extensive reading, are popularly used methods to help students increase their reading speed. Several studies have shown the positive influence of a speed reading course in L2/FL on students’ reading speed but there has been little research on the effect of reading speed improvement on other types of reading outside the course. This research was carried out to determine if speed increases transfer to other types of texts that were not in the speed reading course. The results showed that the treatment groups outperformed the control groups both in the course and on other types of texts ( p<.05). It was found that most of the participants increased their reading rate without a comprehension decrease. The study found a strong relationship between the amount of speed improvement in the course and the amount of speed improvement on other types of texts.
This study investigates the effect of brainstorming techniques on EFL learners’ reading comprehension. The experiment in this study involved a treatment group and a control group, both of which were following an English course at a language centre in Vietnam. The treatment group were trained in brainstorming techniques during reading lessons whereas the control group were not. Comparisons between the two groups’ average scores on pre-test and post-test and their comprehension improvement during the course showed that the treatment group outperformed the control group and thus confirmed that brainstorming has a positive impact on EFL reading comprehension.
Teacher education programs play a crucial role in the educational system of a country. This paper describes the teacher education programs offered by a university in New Zealand (NZ) and a university in Vietnam (VN) from the comparative perspective. The description focuses on such issues as learning outcomes, admission criteria, course selection, practicum periods, management, and teacher qualifications. A comparison between the teacher administration system of Vietnam and that of New Zealand is also presented.
The teaching of listening seems to be an under-researched topic (Field, 2008) although scientists have asserted that listening is an integral part of language development. This study examines the employment of extensive listening as a method to enhance EFL learners’ listening comprehension. The experiment in the study involved two intact classes with 42 learners attending an English program at a language center in Vietnam. An extensive listening program was set up for the treatment group to follow. The control group, in the meantime, was given listening exercises as homework. A pre-test and post-test was used to measure the participants’ improvement in listening comprehension. The results showed that the treatment group significantly outperformed their control group counterparts. This suggests that extensive listening facilitates EFL learners’ listening comprehension.
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