Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms

Manoli, Polyxeni; Παπαδοπούλου, Μαρία; Μεταλλίδου, Παναγιώτα

doi:10.1016/j.system.2015.11.003

Cited by 14 publications

(8 citation statements)

References 27 publications

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“…However, the result of this study is in line with several studies (Aghaie & Zhang, 2012;Akkakoson, 2013;Bakhtiari, 2020;Dabarera et al, 2014;Fathi & Afzali, 2020;Liao & Wang, 2018;Manoli et al, 2016;Motallebzadeh & Mamdoohi, 2011;Shih & Reynolds, 2018;Zhang, 2008). The improved reading performance of the participants of experimental group in the present study also confirms the findings of Yang (2006), suggesting that L2 learners can use reading strategies to compensate for their reading shortcomings and lack of language knowledge in understanding an L2 text.…”

Section: Discussionsupporting

confidence: 92%

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Valizadeh

2021

education

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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.

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Section: Discussionsupporting

confidence: 92%

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Valizadeh

2021

education

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“…Overall, successful readers use more reading strategies (Säälik et al, 2015; Sheorey & Mokhtari, 2001) and are actively engaged in digital literacy practices (Li & Chun, 2015). Direct and explicit instruction on digital reading strategies enhances language learners' reading efficiency (Manoli et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Language learners' digital literacies: Focus on students' information literacy and reading practices online

Vorobel

Voorhees

Gokcora

2021

Computer Assisted Learning

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The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community‐college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple‐case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e‐journals. Thorough within‐ and cross‐case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.

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“…Bibliometric data analysis concerning research topics in foreign language publications reveals a notable prevalence of terms such as “EFL” and “reading instruction” [ 15 ]. Notably, previous investigations have predominantly centered around teachers’ instructional strategies concerning vocabulary acquisition [ 16 , 17 ], reading strategies [ 18 , 19 ], reading comprehension [ 20 , 21 ], and critical thinking skills [ 22 , 23 ]. Moreover, there have been studies examining how EFL teachers conceptualize reading instruction within diverse cultural contexts [ [24] , [25] , [26] ].…”

Section: Introductionmentioning

confidence: 99%

Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

Chen,

Abdullah

2024

Heliyon

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Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms

Cited by 14 publications

References 27 publications

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Language learners' digital literacies: Focus on students' information literacy and reading practices online

Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

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