Do Specific Classroom Reading Activities Predict English Language Learners’ Later Reading Achievement?

2016 ◽  
Vol 33 (3) ◽  
pp. 199-210 ◽  
Author(s):  
H. Lee Swanson ◽  
Michael J. Orosco ◽  
Milagros Fatima Kudo
Keyword(s):  
English Language Learners ◽  
Reading Achievement ◽  
Language Learners ◽  
English Language ◽  
Reading Activities

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners

2021 ◽  
pp. 7-19
Author(s):  
Roger Segura Arias
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mobile Phones ◽  
English Language ◽  
Teaching Reading ◽  
Efl Students ◽  
Second Year ◽  
Reading Activities

This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.

The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development

2007 ◽  
Vol 28 (1) ◽  
pp. 171-190 ◽  
Author(s):  
ELISABETH DUURSMA ◽  
SILVIA ROMERO-CONTRERAS ◽  
ANNA SZUBER ◽  
PATRICK PROCTOR ◽  
CATHERINE SNOW ◽  
...  
Keyword(s):  
English Language Learners ◽  
Reading Achievement ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Vocabulary Knowledge ◽  
Home Support ◽  
Latino English Language Learners ◽  
Language Environment

For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino English language learners. Our results suggest that becoming or staying proficient in English did not require parental use of English in the home. However, proficiency in Spanish required both instructional support at school and social support at home; it is likely that the low social status of Spanish is related to its greater dependence on home support.

The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study

2011 ◽  
Vol 25 (8) ◽  
pp. 1847-1872 ◽  
Author(s):  
Katie Lam ◽  
Xi Chen ◽  
Esther Geva ◽  
Yang C. Luo ◽  
Hong Li
Keyword(s):  
English Language Learners ◽  
Longitudinal Study ◽  
Reading Achievement ◽  
Language Learners ◽  
English Language ◽  
Morphological Awareness
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