Collaborative Work with Digital Knowledge Maps on Improving ESL Learners’ Reading Skills

2013 ◽  
pp. 123-138 ◽  
Author(s):  
Pei-Lin Liu
Keyword(s):  
Reading Skills ◽  
Collaborative Work ◽  
Knowledge Maps ◽  
Digital Knowledge ◽  
Esl Learners

PowerToon Clues

2018 ◽  
Vol 2 (3) ◽  
pp. 30
Author(s):  
Hanis Kamarudin ◽  
Nur Ain Abdul Malek ◽  
Siti Ainul Ayzan Ayub ◽  
Izlin Mohamad Ghazali ◽  
Wan Nazihah Wan Mohamed
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Teaching Method ◽  
Word Meaning ◽  
Technology Support ◽  
Teaching Aids ◽  
Language Classes ◽  
Language Classrooms ◽  
User Friendly ◽  
Esl Learners

Reading is an important learning area which ESL learners should master for interaction and academic purposes. However, ESL students are facing many difficulties in English reading skills particularly contextual clues. Hence, this product aims to ease the teaching and learning of inferring word meaning – contextual clues, to enrich the students’ vocabulary bank and to motivate the students to engage in reading. The challenge in teaching contextual clues is that the current technology-integrated teaching method has lost its way to cater students’ interest in reading. This product is believed to allow the students to enjoy meaningful language classes. The emergence and usage of PowToon in today’s classroom has helped to ease the process of teaching reading skills to the students. The features of this product include captivating graphics, lively animation, concise content and attractive background music. This product is user friendly as it is accessible to everyone; online and offline. İn addition, it is suitable to be used in language classes with limited technology support. Thus, this evolution in teaching pedagogy will encourage paperless teaching aids in language classrooms.

scholarly journals English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners

2018 ◽  
Vol 6 (3) ◽  
pp. 186
Author(s):  
Xiangying Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Experiences ◽  
Spelling Test ◽  
Esl Reading ◽  
Reading Measures ◽  
English Spelling ◽  
Esl Learners ◽  
L2 Literacy

<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>

scholarly journals TEACHERS’ PERSPECTIVE ON THE READING BEHAVIOUR OF PRIMARY ESL LEARNERS IN SJKC CHUNG HUA SEMERA SARAWAK

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Melor Md Yunus ◽  
Jong Sze Chun
Keyword(s):  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Second Language Learners ◽  
Esl Teachers ◽  
Third Language ◽  
Esl Reading ◽  
Time Reading ◽  
Esl Learners

This study attempts to investigate the reading behaviour of primary ESL (English as a Second Language) learners in SJKC Chung Hua Semera Sarawak through the perspective of their teachers in the ESL classroom. To acquire this, interviews were carried out with the teachers to collect qualitative data. A total of 3 ESL teachers were selected from the school to participate in this study. The analysis of the data reveals that majority of the ESL learners spent most of their time reading by skimming and scanning, identifying keywords, applying one-time reading, non-linear reading, and reading selectively. On the contrary, the ESL learners spent less time reading expansively and comprehensively. Since the English language is the learners’ second or third language, they lack confidence and motivation as they face various hindrances in fully understanding and interpreting information in this language. The findings of this study intend to provide a springboard for further researches on the approaches to enhance ESL reading skills. Instructional implications are also discussed.

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