scholarly journals Exploring Students’ Perception and Belief of Extensive Reading Program in Improving Reading Ability and Language Competences

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Winda Ari Anggraini
Keyword(s):  
Reading Ability ◽  
Language Skills ◽  
Reading Speed ◽  
Structured Interview ◽  
Reading Program ◽  
Small Scale ◽  
Extensive Reading ◽  
Language Competence ◽  
Positive Results

The aim of this research was to investigate students’ perception toward a small-scale project of extensive reading (ER) program. ER is believed can improve many aspects of language skills, including vocabulary, reading speed, listening, speaking, and writing (Day and Bamford, 1998; Renandya, 2007). Therefore, research participants were also asked about their view on reading ability and other linguistic competences improvement. This research utilized case study specifically focused on three students who showed outstanding progress through the project, using semi-structured interview for data collection. The paper concludes with positive results for both students’ perception and their reading ability and language competence.

scholarly journals Reading Accuracy in EFL Students with a Transparent L1 Background – a Case Study from Poland

2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Mother Tongue ◽  
Regular Instruction ◽  
Language Competence ◽  
L2 Reading ◽  
Reading Accuracy ◽  
Efl Students ◽  
L1 And L2

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.

scholarly journals A case study from the southern Cape linefishery 2: Considering one’s options when the fish leave

2017 ◽  
Vol 113 (5/6) ◽  
Author(s):  
Louise C. Gammage ◽  
Astrid Jarre ◽  
Charles Mather ◽  
◽  
◽  
...  
Keyword(s):  
Secondary Data ◽  
Structured Interview ◽  
Scenario Planning ◽  
Feedback Loops ◽  
Small Scale ◽  
Social Ecological ◽  
Wide Range ◽  
Local Feedback ◽  
Resilience Framework

Fishers in the small-scale, commercial linefishery in the southern Cape, South Africa, are exposed to variability and change in the marine social-ecological system of which they are a part. Faced with multi-scalar changes within this complex system, fishers employ a wide range of strategies in reaction to change. As part of a broader study of stressors that bring about change in these systems, this contribution examines the fishers’ responses to these changes and is based on a participant-led, semi-structured interview process of skippers/boat owners, crew, processors and spouses/partners, in six communities in the southern Cape region, and has been supplemented with appropriate secondary data. The results are discussed using a resilience framework. The data were initially considered thematically by stressor, but results identified that a place-based analysis was equally important. Three major groupings were identified: (1) fishers who adapt and show clear business-orientation, (2) fishers who cope, and (3) fishers who react and are thus caught in a poverty trap. In addition to place-specific history, local feedback loops and indirect effects need to be better accounted for to understand these responses to change at various scales. The results of this study are expected to contribute to the basis of scenario planning in the region.

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals Book Club Discussion: An Extensive Reading Program in Writing Class

2021 ◽  
Vol 3 (2) ◽  
pp. 113
Author(s):  
Nurul Puspita ◽  
Umar Alfaruq A. Hasyim
Keyword(s):  
Academic Writing ◽  
Reading Ability ◽  
Book Club ◽  
Reading Program ◽  
Positive Trend ◽  
Extensive Reading ◽  
Writing Ability ◽  
First Semester ◽  
Writing Class ◽  
Writing Students

Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing. Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class  

Small scale housing unit developments

2016 ◽  
Vol 34 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Erika Altmann
Keyword(s):  
Governance Structure ◽  
Structured Interview ◽  
Small Scale ◽  
Future Market ◽  
Market Penetration ◽  
Content Type ◽  
Housing Developments ◽  
The Individual

Purpose – Some multi-owned housing developments do not appoint an external strata manager. The purpose of this paper is to highlight how governance is negotiated when there is no strata manager in place. Design/methodology/approach – A semi structured interview was conducted as a case study to contrast and highlight issues that occur where no strata manager is in place. Findings – The lack of a manager presented particular difficulties when negotiating outcomes. A market gap is identified highlighting implications for how strata managers may increase future market penetration. Research limitations/implications – The number and spatial occurrence of strata titled complexes operating without a formal governance structure in situ is not known. Further research needs to be undertaken in this area. Practical implications – The resilience of Australia’s densification policies is dependent on how owners perceive and adjust to additional layers of governance. Difficulties arise for the individual and the scheme as a whole where no formal mechanism is operational. Social implications – As cities become more dense, multi-owned property is increasing. Where governance mechanisms fail, or fail to be implemented, sound governance outcomes may be problematic. Originality/value – The issue of multi-owned property operating without or outside a governance structure has not previously been considered.

scholarly journals THE LOW MOTIVATED FACTORS IN EXTENSIVE READING ACHIEVEMENT

2018 ◽  
Vol 1 (3) ◽  
pp. 141
Author(s):  
Kardi Nurhadi ◽  
Gina Larasaty
Keyword(s):  
Reading Achievement ◽  
Reading Ability ◽  
Attitudes Toward Reading ◽  
Extensive Reading ◽  
Motivation To Read ◽  
Descriptive Case Study ◽  
Sociocultural Environment ◽  
Reading Abilities ◽  
Research Findings

The purpose of this study is to explain what are low motivated factors  in extensive reading achievement. It is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. The bad effect of that problems the students are lazy to read in or out of the classroom. To achieve the purpose of study, the writer used case study with the design descriptive case study. The research participants took from the students from the second semester who took the extensive reading class at English Department University of Wiralodra Indramayu. To get the data, the writer used questionnaire, observation and interview. The findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. In line the findings, Day and Bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. And then,26 % of students said that sociocultural environment made them low motivate in extensive reading. The last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. Regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading.

scholarly journals Less Is More: An Implementation of an Extensive Reading Program in an English Proficiency Course in the Sultanate of Oman

2020 ◽  
Vol 10 (6) ◽  
pp. 171
Author(s):  
Syerina Syahrin
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Reading Speed ◽  
Reading Program ◽  
Qualitative Inquiry ◽  
Sultanate Of Oman ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Less Is More

This paper reports the implementation of an Extensive Reading (ER) program in an English proficiency course at a higher education institution in the Sultanate of Oman. The implemented ER program for this study is titled, &ldquo;Less is More&rdquo; utilizing a readily available website, Voice of America (VOA) Learning English. Data was gathered from undergraduate students of Omani nationality enrolled in an English proficiency course for Spring 2020/2021 semester during the Covid-19. The findings of the study were gathered from multiple sources namely reading speed, comparison of pretest and posttest scores, semi-structured interviews, online focus group discussion, and the course instructor&rsquo;s reflection of the implementation of the ER program. The backgrounds of the students were considered too. The findings revealed that the average students&rsquo; reading speed was consistent at 100wpm (word-per-minute) throughout the ER program. There was a positive outcome on the students&rsquo; posttest scores and a significant correlation between the number of articles the students read to their posttest scores. The data from the qualitative inquiry provided an insight into the use of modified texts to encourage more reading. Although the research did not investigate the best practices for an ER in the context of an English proficiency classroom in Oman, it showed how an ER can be implemented online given the circumstances of the Covid-19 pandemic.

scholarly journals Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes

2018 ◽  
pp. 3-10
Author(s):  
Shinobu Nakamura
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Learning Strategy ◽  
Reading Speed ◽  
Reading Program ◽  
General Purpose ◽  
Extensive Reading ◽  
Japanese University ◽  
Positive Effects

Extensive reading is one of the language learning strategies (LLS) that has proved to have positive effects on students’ English ability such as improving their reading speed, reading fluency, and grammatical accuracy. A recent study on extensive reading at a Japanese university assigned students 45 minutes to read graded readers (GR). Unfortunately, most Japanese university English for General Purpose (EGP) courses only meet once a week for 90 minutes. This study looks at ways to implement extensive reading in a typical 90-minute EGP class, and examines the extent out of class extensive reading assignment affects students’ reading and listening skills. 43 non-English major university freshman students in EGP course were assigned GR in their free time over a semester. Their improvement of listening and reading skills was measured based on the two TOEIC mock tests at the beginning of the semester and the at the end of the semester. Though the results were not significant, this study led to some insights into the parameters of an effective extended reading program including intensity, frequency and duration. この研究では2016年9月から1月にかけて４ヶ月間行われた授業外多読課題とその効果についての報告をする。多読は英語教育界では英語力を確実に伸ばす言語学習ストラテジー(Language Learning Strategy)として英語教育者及び研究者に広く認知されている。日本の大学の一般教養としての英語(English for General Purposes)の授業で多読を取り入れた成功例として西澤(2012)が週１回、授業内で４５分間の多読を４年間続けた研究がある。ところが、日本の多くの大学での一般教養としての英語の授業は週１回、９０分を３０回が主流であり、授業時間を多読に費やすことが難しい状況である。そこで多読を授業外課題として２週間に１回課し、その効果を2016年後期の初めと終わりでTOEIC形式の短いテストを使って測った。２週に１冊を１５週間続ける多読では英語力（リーディング、リスニング）には明確な効果は出なかった。しかし、授業外多読が成果を出すために必要な期間、頻度、１回の多読の時間についての実証実験が今後の課題であるという気づきを得ることができた。

scholarly journals Should an Effective Language Learning Be through the Development of Just One Language Skill?

2019 ◽  
Author(s):  
Victor Gil Vera ◽  
Bairon Jaramillo ◽  
Nancy Cardona ◽  
María Cifuentes ◽  
Shirley Jimenez ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Language Skills ◽  
Structured Interview ◽  
English Learning ◽  
English Class ◽  
Third Grade Students

This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which were observed critically by the researchers; all these data collection tools were useful to achieve the aim of this research. The aim of this study is to exhibit how the teachers’ emphasis on writing over the other language skills affects the English learning process in third grade students, at the “Institución Educativa San Cristóbal.” Among the remarkable results, it is visible that the teacher made the students develop aspects on the writing skill, but these were focused on transcription and repetition rather than comprehensible written productions.

Sign in / Sign up

Export Citation Format

Share Document