Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

2017 ◽  
Vol 3 (4) ◽  
pp. 101-131
Author(s):  
Hanan Ahmed Sanad ◽  
Mona Gaber Ahmed
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Integrated Learning ◽  
Vocabulary Skills ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Differentiating between Low-Achievers with a Non-Verbal Pictorial Reasoning Measure: An 18-Month Follow-Up

1964 ◽  
Vol 15 (3) ◽  
pp. 985-986 ◽  
Author(s):  
Warren S. Blumenfeld
Keyword(s):  
Reading Comprehension ◽  
Predictive Power ◽  
Low Achievers ◽  
External Criterion ◽  
Comprehension Skill ◽  
Vocabulary Skills ◽  
Comprehension Skills ◽  
Achievement Test Score ◽  
Reading Comprehension Skills

Predictive power of a non-verbal pictorial reasoning measure to differentiate between low-achievers in quantitative, vocabulary, and reading comprehension skills was investigated in 3 analyses in which high school groups equivalent in terms of (low) achievement scores and different (high or low) in terms of reasoning scores were followed up 18 mo. later, using an external criterion of achievement test score. For these Ss, the non-verbal reasoning measure differentiated between the low-achievers in quantitative and vocabulary skills, but did nor differentiate between the low-achievers in reading comprehension skill.

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals THE EFFECTS OF USING COLLABORATIVE STRATEGIC READING ON READING COMPREHENSION SKILLS FOR NON-ENGLISH MAJORED COLLEGE STUDENTS / ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC HỢP TÁC TRONG KỸ NĂNG ĐỌC HIỂU DÀNH CHO SINH VIÊN TRƯỜNG CAO ĐẲNG KHÔNG CHUYÊN TIẾNG ANH

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Mai Thi Chuong ◽  
Vo Thi Lien Huong
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Achievement ◽  
Structured Interview ◽  
Strategic Reading ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Quasi Experimental ◽  
Written Test ◽  
Reading Comprehension Skills

This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

scholarly journals The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia

2021 ◽  
Author(s):  
Muhammad Guntur ◽  
Hamsu Abdul Gani ◽  
M. Mustafa
Keyword(s):  
Reading Comprehension ◽  
Choice Test ◽  
Integrated Learning ◽  
Average Value ◽  
South Sulawesi ◽  
Comprehension Skills ◽  
Language Courses ◽  
The Difference ◽  
Compulsory Subject ◽  
Reading Comprehension Skills

One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content &amp; Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.

Interactive Digital Videos and Their Impact on Sixth Graders' English Reading and Vocabulary Skills and Retention

2020 ◽  
Vol 16 (3) ◽  
pp. 42-56
Author(s):  
Ashraf Ahmed Kuhail ◽  
Magdy Saeed Aqel
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Sixth Graders ◽  
Digital Videos ◽  
Vocabulary Retention ◽  
English Reading ◽  
Vocabulary Skills ◽  
Study Results ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study aims to investigate the effectiveness of using interactive digital videos on developing sixth graders' English reading skills and vocabulary learning and its retention. To achieve this aim, the researcher adopted the experimental approach and recruited a sample of 82 6th grade EFL male learners. The researcher used 5 instruments to collect data: 1) A content analysis card of 24 items for the reading comprehension texts of English for Palestine 6B, Holsti's equation was used to count the reliability of the analysis; 2) A checklist for teachers to determine the most important reading comprehension skills; 3) A pre and post reading comprehension test; 4) A pre and post vocabulary test; 5) A delayed vocabulary retention test held after two weeks of the post vocabulary rest. The study results revealed that IDVs were effective in developing reading comprehension, and in learning and retaining vocabulary.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

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