The Effect of Collaborative Strategic Reading on ESL Students’ Reading Comprehension Through Online Teaching

Ying, Heng Hui; Veerappan, Geetha

doi:10.6007/ijarped/v10-i3/10510

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Furthermore, this study, in responding to its question, provides specific strategies for teachers to exhibit their PCK in the enhancement and advancement of reading for meaning in the IP in EFAL (Ismail & Aziz 2020;Ying & Aziz 2019). This repertoire of knowledge from the study could inform the DBE to adapt and implement diverse strategies for intervention to enhance reading for meaning in schools, specifically in this important phase.…”

Section: Conclusion and Recommendationsmentioning

confidence: 95%

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Mokgadi,

Hove

2024

Reading & Writing

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Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners’ competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa’s Grade 4 learners can read for meaning.Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase.Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants.Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners.Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning.Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

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Section: Conclusion and Recommendationsmentioning

confidence: 95%

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Mokgadi,

Hove

2024

Reading & Writing

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“…In a very recent study, Ying and Veerappan (2021) investigated the effect of CSR on the reading comprehension of ESL secondary school students through online teaching. Additionally, they attempted to discover the ESL secondary school students' perceptions of CSR in online teaching.…”

Section: Metacognitive Awarenessmentioning

confidence: 99%

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

Sarshogh,

Rezvani,

Karimi

2024

Innovare J Edu

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This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up). On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.

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The Effect of Collaborative Strategic Reading on ESL Students’ Reading Comprehension Through Online Teaching

Cited by 2 publications

References 11 publications

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

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