Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension

2010 ◽  
Vol 54 (2) ◽  
pp. 436-445 ◽  
Author(s):  
Pei-Lin Liu ◽  
Chiu-Jung Chen ◽  
Yu-Ju Chang
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Concept Mapping ◽  
Learning Strategy ◽  
Computer Assisted ◽  
English Reading ◽  
English Reading Comprehension ◽  
Efl College Students

scholarly journals Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application

2020 ◽  
Vol 4 (2) ◽  
pp. 231-238
Author(s):  
Nurul Lailatul Khusniyah ◽  
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
English Department ◽  
English Reading ◽  
Study Results ◽  
Comprehension Skills ◽  
Text Reading ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills ◽  
Teacher's Perception

Learning strategy has an important role in the English reading comprehension learning process. To comprehend the text, reading strategy focuses on students’ critical learning. The aims of the study to get teachers’ perception of SQ4R strategy application in English reading comprehension class through zoom application. The method of study used descriptive qualitative. The process of collecting data used observation and questionnaire. The data is taken from the teacher that taught English Reading Comprehension subject in semester two at English Department UIN Mataram. The data analysis used data reduction, data display, and taking a conclusion. The result of the finding concluded that 80% showed a positive attitude towards the SQ4R strategy in the English reading comprehension class. It can be comprehended from the increase in students' reading comprehension skills. The study results have implications for the suitability of the SQ4R strategy in the reading class through online learning such as zoom.

scholarly journals Influence of Road Traffic Noise on English Reading Comprehension of Chinese College Students Majoring in English

2020 ◽  
Vol 15 (14) ◽  
pp. 109
Author(s):  
Wei Ding
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Language Learning ◽  
Road Traffic ◽  
Traffic Noise ◽  
Road Traffic Noise ◽  
Chinese College Students ◽  
The Road ◽  
English Reading ◽  
English Reading Comprehension

Noise has a negative impact on language learning. But first and second lan-guages are affected differently by noise. To clarify the effects of road traffic noise on second language learning, this study explores deep into how road traffic noise, the main noise on university campuses, affects the English reading comprehension of Chinese college students majoring in English. The subjects were asked to finish English reading comprehension tests of three difficulty levels (easy, medium and hard) under road traffic noises of three sound pressure levels (SPLs), namely, 30 dBA, 50 dBA and 70 dBA. The score, time consumption and number of interruptions of each subject were recorded, and subjected to one-way analysis of variance (one-way ANOVA). In addition, the subjects were asked to evaluate the impacts of road traffic noises on their comprehension. The results show that: the scores of English reading comprehension gradually decreased with the growing of the SPL of road traffic noise, but the decrease is only significant for easy questions; the time consumption of reading comprehension was not greatly affected by the SPL of road traffic noise; the subjects were interrupted more frequently by road traffic noises of 50 dBA and 70 dBA than road traffic noise of 30 dBA, but the difference is only significant for hard test; according to the self-evaluation of the English majors, interruption is the main problem brought by road traffic noise, which is replaced by distraction at the SPL of 70 dBA. Overall, the road traffic noise can disturb the English reading comprehension of Chinese college students majoring in English, and the disturbance is relat-ed to the difficulty of the text. The higher the SPL of the road traffic noise, the readers are more anxious and more frequently disturbed in reading, and the lower the score of English comprehension. In addition, attention should be paid to the disturbance of 30 dBA road traffic noise on second language learners.

scholarly journals Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking

2019 ◽  
Vol 6 (5) ◽  
pp. 303-308 ◽  
Author(s):  
Nengah Dwi Handayani ◽  
Ida Bagus Nyoman Mantra ◽  
I Nyoman Suwandi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Collaborative Learning ◽  
Classroom Practices ◽  
Learning Strategy ◽  
Teaching Reading ◽  
Learning Achievement ◽  
Effective Learning ◽  
English Reading ◽  
English Reading Comprehension

The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

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