THE EFFECT OF READING STRATEGIES ON THE IMPROVEMENT OF THE READING SKILLS OF STUDENTS

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Vasilika Rraku
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
English Language Teaching ◽  
Foreign Language Reading ◽  
Language Studies ◽  
Noticeable Improvement ◽  
Second Year ◽  
The University

The purpose of this article is to emphasize the effect that the use of reading strategies can have on the improvement of foreign language reading skills. To indicate the effect of reading strategies on reading skills a study was carried out with university students, respectively eleven students of the second year and twelve students of the third year pursuing their English language studies at the University of Tirana. To this purpose, the students were introduced to different kinds of Reading texts and Close exercises in two different sessions. During the first session students were asked to do the exercises relying on their own knowledge about language and reading, and afterwards they were introduced to different kinds of reading strategies which they practiced for nearly a month. During the second session students were asked to do the new exercises based on the reading strategies they had learned. The results of the study pointed to a noticeable improvement of students’ reading skills once they had used reading strategies to do their exercises. As a conclusion, the article aims to point out that reading strategies are essential for the improvement of reading skills and they should be promoted in English language teaching.

scholarly journals RELATIONSHIPS BETWEEN READING STRATEGIES AND READING ACTIVITIES IN EFL CLASSROOM IN HIGHER EDUCATION ENVIRONMENT

2021 ◽  
Vol 18 (48) ◽  
pp. 369-385
Author(s):  
Milevica Bojović ◽  
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Quantitative Research ◽  
Reading Skills ◽  
Pearson Correlation ◽  
Foreign Language Reading ◽  
Education Environment ◽  
Positive Correlations ◽  
The University ◽  
Reading Activities

The study explores the university undergraduate biotechnology students’ perceived use of foreign language reading strategies, their perception of EFL classroom reading activities, and their potential relationships. For this purpose, a total of 91 university biotechnology students, learning English as a foreign language at the Faculty of Agronomy, University of Kragujevac, participated in this quantitative research. Two instruments were used in the study – the Inventory of Reading Strategies in a Foreign Language and Students’ Foreign Language Reading Activities Evaluation Scale. The measures of internal consistency, descriptive statistics, and Pearson correlation analysis were used for data processing. The obtained data were analyzed using SPSS 20.0 statistical software. The study demonstrates that the students used EFL reading strategies at a moderate level when reading texts in English and that their attitude toward EFL classroom reading activities was positive. The perceived use of reading strategies showed positive correlations with the students’ perceptions of EFL classroom reading activities. The students considered EFL classroom reading activities and reading comprehension testing as effective practices in developing foreign language reading skills.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

Students-Physicists Informative Foreign Language Reading E-Learning

2016 ◽  
Vol 5 (1) ◽  
pp. 33-37
Author(s):  
Святкина ◽  
E. Svyatkina
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Engineering Students ◽  
Communicative Competence ◽  
Modern Society ◽  
Physics Institute ◽  
Foreign Language Reading ◽  
Education Environment ◽  
E Learning ◽  
The University

The need of introduction the e-learning course “Academic skills” for the third year students-physicists after their having completed a two-years compulsory English course is substantiated in the article. The course contributes to further communicative competence forming. It implies informative foreign language reading skills development. This could allow engineering students to better understand general and complex scientific notions while reading articles on their future speciality. The author considers e-learning to be in demand in our modern society and this form of getting education distantly is regarded as most popular one successfully involved in educational milieu. It is e-learning developed within INFOMEPHIST system based on Moodle and having strong methodical, didactical and technical support that became popular in National Research Nuclear University (Moscow Engineering Physics Institute). The announced e-learning course is expected to be inserted in the unique education environment of the University.

scholarly journals Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts

2017 ◽  
pp. 113
Author(s):  
María Enriqueta Cortés de los Ríos ◽  
María del Mar Sánchez Pérez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
English For Specific Purposes ◽  
Business English ◽  
Cultural Backgrounds ◽  
The University ◽  
English Students

This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.

scholarly journals English as a Foreign Language: Insights from a Public University in Bangladesh

2021 ◽  
Vol 4 (1) ◽  
pp. 234-237
Author(s):  
Mohammad Afzal Hossain
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
English Language ◽  
Learning Experience ◽  
Public University ◽  
English Language Teaching ◽  
Survey Questionnaire ◽  
Data Collection And Analysis ◽  
The University ◽  
Structured Questionnaire

This study intends to examine the perspective of learners from a public university regarding English Language Teaching (ELT) syllabus and pedagogy. The learners in this study are studying Masters (MA) in ELT at Mawlana Bhashani Science and Technology University (MBSTU). MBSTU is a public university situated in Tangail, Bangladesh. Being their direct teacher, I thought it would be interesting to find out how my students are perceiving ELT courses, in fact the process of data collection and analysis has been an important learning experience for myself, allowing me to delve into the loopholes and strengths of the current ELT curriculum.  The survey questionnaire was sent to thirty of the currently enrolled MA students but fourteen responses were obtained due to the current Corona virus pandemic situation. It is worthwhile to mention that this is the first cohort of students for the MA in ELT program at MBSTU. The MA in ELT program was introduced in the university in 2019. This study was conducted using a semi-structured questionnaire, and data was analyzed qualitatively. The findings from the study suggest that the students prioritize speaking English fluently and pronouncing English vocabulary correctly. The MA syllabus was highly commended by students as it focuses on pronunciation through the course of Phonetics and Phonology.

scholarly journals Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 116-137
Author(s):  
Meri Iobidze
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Metacognitive Strategies ◽  
English Language Teaching ◽  
High Achievers ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Foreign Language Reading

The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL.  The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning

scholarly journals Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

e-TEALS ◽  
2015 ◽  
Vol 6 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Nic Hurst
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
Bologna Process ◽  
English Language Teaching ◽  
Training Courses ◽  
The University ◽  
The Bologna Process ◽  
Pre Service Teacher

Abstract Understanding what the use of a coursebook implies is at the heart of any consideration of how ELT instruction in Portugal operates and, as such, should also be central to any pre-service teacher education. Since the curricular reorganization prompted by the ‘Bologna Process’, the Faculty of Letters, the University of Porto (FLUP) has included within its ‘Masters in English and other Foreign Language Teaching’ course (Mestrado em Ensino de Inglês e de Alemão / Francês / Espanhol no 3.º ciclo do Ensino Básico e no Ensino Secundário) an optional, one semester subject called the “Production of Didactic Materials”. This talk will demonstrate and discuss how, in this case, training student teachers to develop a criteria based framework for evaluating FL teaching materials, and applying that same framework, can be considered a way of re-focusing the traditionally, largely theoretical, lecture-based training courses typical of the Portuguese paradigm.

scholarly journals Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language

2010 ◽  
Vol 3 (1) ◽  
pp. 137 ◽  
Author(s):  
Sima Sayadian ◽  
Anita Lashkarian
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Research Area ◽  
English Language Teaching ◽  
Motivational Orientation ◽  
Gender Influence ◽  
Integrative Motivation ◽  
The University ◽  
Attitude And Motivation ◽  
Learning English

This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: ·                  What are the university learners’ attitudes for learning EFL?·                  What are the university learners’ motivations for learning EFL?·                  Does gender influence attitudes of Iranian learners for learning English as a foreign language?·                  Does gender influence motivation of Iranian learners for learning English as a foreign language?·                  Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?·                  Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals LEXICAL SKILLS FORMATION OF STUDENTS STUDYING AT THE PROGRAM "TRANSLATOR IN THE SPHERE OF PROFESSIONAL COMMUNICATION" WHEN WORKING WITH ELECTRONIC ONLINE DICTIONARIES IN THE PROCESS OF TRANSLATION PRACTICE

2020 ◽  
Vol 22 (74) ◽  
pp. 42-49
Author(s):  
A.L. Kuregyan ◽  
◽  
E.A. Pertsevaya ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Language Teaching ◽  
Professional Communication ◽  
Traditional Media ◽  
Language Competence ◽  
Translation Practice ◽  
Second Year ◽  
Lexical Skills ◽  
Lexical Competence

Foreign language competence formation includes several components. One of them is lexical skills formation. This article focuses on the use of online dictionaries in the process of translation practice conducted by second-year students mastering the program "Translator in the field of professional communication" at Samara State Technical University as an effective tool for the formation and development lexical competence. The purpose of this study is to determine the efficiency degree of using various electronic lexicographic systems in the lexical skills formation. In our work, we compared online dictionaries for their optimal use in the perspective of analyzing the results that were presented by the listeners, since the use of traditional media is questioned. The article also provides the criteria with the help of which a detailed analysis of online dictionaries was carried out. The data obtained can suggest the teachers all the possible lexical problems of study that will allow them to work out these points more carefully when teaching students. The English language teaching process becomes more adapted and customized, taking into account specific tasks that are important to solve when mastering any foreign language. Moreover, it is possible to create a dictionary created either by the students themselves or the teacher that introduces variants of lexical units that cause difficulties in learning.

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