Dynamic e-book guidance system for English reading with learning portfolio analysis

2017 ◽  
Vol 35 (2) ◽  
pp. 358-373 ◽  
Author(s):  
Tien-Wen Sung ◽  
Ting-Ting Wu
Keyword(s):  
Reading Comprehension ◽  
Real Time ◽  
Guidance System ◽  
Content Type ◽  
Auxiliary Functions ◽  
English Reading ◽  
Comprehension Skills ◽  
Adaptive Guidance ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills

Purpose Learners were provided with personalized and adaptive articles in a dynamic real-time manner. This study aims to improve learners’ interest in learning English and motivate them through an appropriate e-book assistance mechanism, thus increasing their English reading–comprehension skills. Design/methodology/approach In addition to their general auxiliary functions, e-books were designed to provide other relevant auxiliary functions to meet the English reading–learning requirements. The e-book was also equipped with a personalized reading guidance and assistance mechanism for conducting systematic assessments and calculations on the basis of the learner’s reading comprehension skills, article difficulty and difficulty stratification and connections between articles. Findings The personalized reading guidance and assistance strategy, which provided articles in line with the learners’ personal abilities and presented the articles in a correlated method, facilitated learners’ progressive learning and improved their reading–comprehension abilities. Learners’ confidence and satisfaction toward English reading can be improved effectively through adaptive guidance. Originality/value A real-time and dynamic reading guidance strategy was established in this study by considering the learner’s reading–comprehension skills, article difficulty and difficulty stratification and the connections between articles.

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 IMPROVING READING COMPREHENSION SKILL THROUGH INTERACTIVE READING STRATEGIES OF GRADE 10TH STUDENTS AT PUBLIC SECONDARY SCHOOL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Imran Ahmed , Martin Thomas, Shams Hamid
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Treatment Group ◽  
Interactive Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
Traditional Grammar ◽  
Reading Comprehension Skills

It is widely accepted that English reading comprehension skill is vital for academic success. Yet a majority of Pakistani teachers adopt the traditional grammartranslation approach, which fail to assist students to comprehend course contents that are taught in English. The purpose of this study was to compare the effectiveness of interactive reading comprehension strategies and traditional grammar-translation reading comprehension approach. This research used a quasi-experiment research design and the independent sample t-test to compare the reading comprehension skills of 10th grade students of two different schools of district Korangi, Karachi. The findings of the study proved significant improvements in English reading comprehension skills of the interactive reading comprehension treatment group over the grammar-translation treatment group.  

scholarly journals Effectiveness of Employing Holistic Approach Strategy on Teaching English Reading Comprehension Skills for Seventh Graders in Jordan

2018 ◽  
Vol 9 (2) ◽  
pp. 280
Author(s):  
Mohammad Dayij Al.qomoul
Keyword(s):  
Reading Comprehension ◽  
Holistic Approach ◽  
Female Students ◽  
Seventh Graders ◽  
Teaching English ◽  
Male And Female ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills

The study aimed at investigating the effect of using holistic approach strategy on teaching English reading comprehension skills for seventh graders in Jordan in comparison with conventional methods. The sample of the study consists of 120 male and female students. The sample distributed into two groups: experimental and control. The former is taught by holistic approach strategy and the later is taught according to traditional methods. A comprehension reading test was constructed by the researcher and administered before and after the experiment. The data was collected and analyzed using analysis of covariance (ANCOVA). The findings of the study showed significant differences (0α 05) between the two groups in favor of the experimental group. There is also a significant difference (0α 05) between the male and female students’ performances in favor of females.

Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students

2019 ◽  
Vol 11 (4) ◽  
pp. 844-862
Author(s):  
Mehrdad Vasheghani Farahani ◽  
Omid Rezaei ◽  
Milad Masoomzadeh
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Design Research ◽  
Source Text ◽  
Content Type ◽  
Translation Quality ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Positive Impacts

Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

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