A Preliminary Study: Toulmin Arguments In English Reading Comprehension For English as Foreign Language Students

2021 ◽  
Author(s):  
Ridwan Rismanto ◽  
Atiqah Nurul Asri ◽  
Banni Satria Andoko ◽  
Tsukasa Hirashima ◽  
Arka Arifiandi Leonanta
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English As Foreign Language ◽  
English Reading ◽  
English Reading Comprehension ◽  
Preliminary Study ◽  
Language Students ◽  
Foreign Language Students

scholarly journals Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges

2021 ◽  
Vol 23 (2) ◽  
pp. 35-50
Author(s):  
Juan David Castaño-Roldán ◽  
Doris Correa
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Foreign Language ◽  
Critical Reading ◽  
Video Recordings ◽  
Efl Students ◽  
Language Students ◽  
Additional Support ◽  
Foreign Language Students

This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

scholarly journals Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students

2012 ◽  
Vol 2 (3) ◽  
pp. 119-139
Author(s):  
Florina Erbeli ◽  
Karmen Pižorn
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Reading Ability ◽  
Skilled Readers ◽  
English As Foreign Language ◽  
L2 Learning ◽  
Efl Students ◽  
Language Students ◽  
The Difference ◽  
Foreign Language Students

This study examined the difference between less-skilled and skilled L1 Slovene English as foreign language (EFL) students in foreign language (L2) fluency and L2 orthographic skills; 93 less-skilled Grade 7 L1 Slovene students and 102 skilled Grade 7 L1 Slovene students participated in the study. The results showed that skilled readers performed better in all fluency and orthographic skills tasks, as the differences between groups were statistically significant. The correlations among all variables showed that L2 fluency and L2 orthographic skills are positively interrelated among both groups, suggesting that higher L2 fluency scores are associated with higher L2 orthography scores. This outcome implies that less-skilled readers need to be greatly exposed to L2 language and be ensured necessaryopportunities in- or outside the classroom in L2 learning.

scholarly journals Intervention in teaching reading in a foreign language:

2021 ◽  
Vol 12 (1) ◽  
pp. 297-313
Author(s):  
Zdenka Gadušová ◽  
Martina Pavlíková ◽  
Romana Havettová
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Intervention Program ◽  
Cognitive Theory ◽  
Mother Tongue ◽  
English Reading ◽  
Foreign Language Reading ◽  
English Reading Comprehension ◽  
Comprehension Intervention

Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.

scholarly journals Reviewing the Effectiveness of Reading Aloud Technique in EFL

2019 ◽  
Author(s):  
Yona Dwi Tirta Syafitri ◽  
Vira Budiarti ◽  
Tatum Derin
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Simple Technique ◽  
Reading Aloud ◽  
English As Foreign Language ◽  
Slow Learners ◽  
English Reading ◽  
Thai Students ◽  
English Reading Comprehension ◽  
Listening And Speaking

Reading Aloud (RA) technique seems to give a new level of emphasis on reading. In 2015, Pimanmas Ninsuwan experimented this technique on twenty English as Foreign Language (EFL) university students of Thailand and found that while fast learners are faster in understanding the context than slow learners who are less able, even primary English level students gain a better grasp of what they read if they do it aloud than silently. RA is not quite a discovery, but the paper’s significant contribution to the field is its visible improvement on Thai students’ English reading comprehension from June to August 2014, during a time when Thailand is going to join ASEAN, thus entering international relations where English is essential in communication. This paper is interested in reviewing it because the seemingly simple technique has numerous benefits not limited to decreasing students’ intimidation on difficult and unfamiliar words, provoking them to understand and analyse what they read, training not just their reading skill but also their listening and speaking skills.

scholarly journals The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401881102 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Arash Hashemifardnia
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Placement Test ◽  
Comparative Effect ◽  
Efl Learners ◽  
The Third ◽  
English Reading ◽  
Significant Difference ◽  
Initial Session ◽  
English Reading Comprehension

This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher measured the participants’ English reading comprehension by administering a reading comprehension pretest. Then, five English texts from Active One Book were instructed to both experimental groups. In the massed class, each text was taught in an intensive 60-min session, whereas each text was taught to the spaced group in three short sessions (about 60 min in total). The first session lasted for 20 min; the second occurring 2 days after the initial session lasted 20 min; and the third session took 20 min and was held 2 days after the second session. After the instruction, a reading posttest was administered to the both groups and finally the data were analyzed by using paired and independent samples t tests. The obtained results indicated that there was a significant difference between the posttests of spacing and massed groups. The findings indicated that the spacing group significantly outperformed the massed group ( p < .05) on the posttest. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.

scholarly journals Using VoiceThread to Aid Teaching Speaking Skills

2018 ◽  
Vol 5 (1) ◽  
pp. 21-22
Author(s):  
Hung Thi Hong Nguyen
Keyword(s):  
Foreign Language ◽  
Academic Tasks ◽  
English As Foreign Language ◽  
Language Students ◽  
Foreign Language Students ◽  
Speaking Skills

Speaking skills are essential for English as foreign language students in everyday and academic tasks. However, it is an arduous and challenging task for teachers to teach speaking skills. This session will discuss one of the effective approaches to aid teachers in their teaching by using VoiceThread.

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