Teaching second language reading comprehension: the effects of classroom materials and reading strategy use

Kung, Fan Wei

doi:10.1080/17501229.2017.1364252

Cited by 45 publications

(42 citation statements)

References 18 publications

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“…Reading is one of the most important (Zhang, 2004;Parvaresh and Nemati, 2008;Alsamadani, 2011;Kung, 2017;Aziz, Daud, & Ismar, 2019) element for effective language learning (Kung, 2017), skill for ESL/EFL learners (Parvaresh and Nemati, 2008), skill to be acquired (Alsamadani, 2011), often promoted as a good way to improve learners proficiency (Al-homoud, 2014), a significant and viable means of developing foreign language ability (Gorsuch, 2010), one of the most useful sources of acquiring new vocabulary by learners (Rassaei, 2015), helps EFL learners build their vocabulary, leading them to enduring learning and improvement in L2 learning skills (Nuttall, 1996), an interactive process that goes on between the reader and the text resulting in comprehension (Tavakoli, Dabaghi, & Khorvash, 2010), as a source of knowledge, and it is undeniably important in the second language learning process. For this reason, developing reading comprehension skills is essential.…”

Section: Reading Skillmentioning

confidence: 99%

The Effect of Moodle E-Learning Material on EFL Reading Comprehension

Ismail

Rahmat

Emzir

2020

IJMMU

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Reading comprehension depicted as the most important skills and a complex cognitive process for the achievement of success or learning outcome in both school and society where reader’s prior knowledge and experiences serve central roles in the interpretation of a text or the interaction of the reader, the text, and the context. The purpose of the exploratory study was to investigate the effect of the Moodle e-learning on EFL reading comprehension. 27 EFL college students were participating in the study. Data were collected through the pretest and posttest of reading comprehension. Data analysis involved three stages: normality test, homogeneity test, and hypothesis testing by utilizing software statistical package for social science (SPSS) for the window. Results indicate that the use of Moodle e-learning has a significant effect on improving students’ reading comprehension.

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Section: Reading Skillmentioning

confidence: 99%

The Effect of Moodle E-Learning Material on EFL Reading Comprehension

Ismail

Rahmat

Emzir

2020

IJMMU

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“…The unique arguments of the supporters of both views are explained in detail under the title of strategy use in test-taking. Also most of the studies about reading strategies (Anderson, Bachman, Perkins & Cohen, 1991;Chou, 2013;Cohen, 2010;Kung, 2017;Parhoodeh, Rostamy & Mehry, 2015) in the literature were conducted on second language context, but this study was carried out within first language setting. However, little studies which use eye-tracking technology were situated in the text-based problem solving context.…”

Section: Aim and Importance Of The Studymentioning

confidence: 99%

Examination of Different Reading Strategies with Eye Tracking Measures in Paragraph Questions

Karsli¹,

Demirel²,

Kurşun³

2019

HUJE

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Bu çalışmada farklı tür ve zorluklardaki çoktan seçmeli okuduğunu anlama sorularının çözümünde kullanılan iki farklı soru çözme stratejisinin başarı, soru çözme süresi, odaklanma sayısı ve okunulan alana tekrar geri dönme sayısı üzerindeki etkisinin araştırılması amaçlanmıştır. Tam deneysel olarak yürütülen bu çalışmada 28 katılımcı rastgele olarak iki gruba ayrılmıştır. Önce soru kökü stratejisini (Ö-SkS) kullanan grup, soruları önce soru kökünü okuyarak, önce paragraf stratejisini (Ö-PS) kullanan grup ise, soruları önce paragrafı okuyarak çözmüşlerdir. Çalışmadan elde edilen sonuçlara göre Ö-SkS grubunun soru kökü alanında harcadığı süre, odaklanma sayısı ve okunulan alana geri dönme sayısı Ö-PS grubuna göre anlamlı olarak daha fazladır. Sonuç olarak, uygulamada yaygın olarak tavsiye edilenin aksine, paragraf sorusu çözerken önce soru kökünün okunmasının başarı ve soru çözme süresi açısından avantaj sağlamadığı gibi, Ö-SkS kullanımının soru kökü alanında harcanan süreyi, odaklanma sayısını ve okunulan alana geri dönme sayısını anlamlı derecede artırdığı ortaya çıkmıştır.

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“…Teachers stated that dialogues are useful but a few lines of dialogues cannot be effective in order to improve reading skills. Authentic reading materials are known to heighten students' learning motivation and reading comprehension (Kung, 2019;Boyacı & Güner, 2018). But teachers expressed that the materials are not authentic and enjoyable for students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

İngilizce Öğretmenlerinin İngilizce Devlet Ders Kitaplarında Okuma Becerisine Yönelik Materyallere Yer Verilmesine İlişkin Görüşleri

NAYMAN¹

2020

ijla

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Foreign language education is not limited to grammar teaching. Listening, speaking, reading , and writing skills should be included equally together with vocabulary and grammar teaching in order to achieve effective and meaningful learning. In countries such as Turkey, the effect of selection examinations dominates the elements in the curriculum. Skills such as reading and writing become a priority, but still, expected achievement cannot be reached. It is seen that English scores are low in selection exams to secondary education. The aim of the study is determined as to examine secondary school English teachers' opinions on materials related to reading skills in public coursebooks. Also, another aim of this study is to reveal teachers' opinions on students' efficiency in reading. The research was designed according to the phenomenology pattern, which is one of the qualitative approaches. Participants consisted of 20 English teachers working in private and public schools at the secondary school level in İstanbul. The study group was selected in accordance with homogenous sampling. The data were obtained through interviews with semi-structured interview questions. The data obtained were analyzed in accordance with the content analysis. As a result, it was revealed that the teachers thought that the materials are not sufficient in terms of reading skills, and the reading passages in coursebooks were not authentic, interesting, or compatible with grammar subjects. They stated that the passages were mostly too easy and too short. The participants stated that students were not aware of the importance of reading skill and that they are not efficient in reading.

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Teaching second language reading comprehension: the effects of classroom materials and reading strategy use

Cited by 45 publications

References 18 publications

The Effect of Moodle E-Learning Material on EFL Reading Comprehension

The Effect of Moodle E-Learning Material on EFL Reading Comprehension

Examination of Different Reading Strategies with Eye Tracking Measures in Paragraph Questions

İngilizce Öğretmenlerinin İngilizce Devlet Ders Kitaplarında Okuma Becerisine Yönelik Materyallere Yer Verilmesine İlişkin Görüşleri

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