scholarly journals Implementing online question generation to foster reading comprehension

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Hui-Chin Yeh ◽  
Pei-Yi Lai
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Peer Assessment ◽  
Critical Factors ◽  
Generation System ◽  
Question Generation ◽  
Similar Question ◽  
English Major ◽  
Main Ideas ◽  
Positive Effect

<blockquote>Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading comprehension, using an online question generation system including the organisation, composition and peer assessment modules. 19 out of 106 non-English major college students were recruited as participants. They were required to complete question generation tasks in the organisation, composition and peer assessment modules. Students' scores on the pre- and post-tests, action logs in the online question generation system, and interview transcripts were collected and analysed. In a micro view, results of this study indicated that college students who showed more progress in reading comprehension demonstrated similar question generation patterns. In the organisation module, those who made more progress had a higher frequency of adding new vocabulary, sentences, and main ideas and editing their previously organised information. In the composition module, they had a higher frequency in reviewing the previously organised information from a text to generate questions and in editing the organised information. In the peer assessment module, those who showed more progress were much more active in viewing peers' questions, providing comments on peers' questions, reading and responding to peers' comments on the questions. In a macro view, the intensive engagement and the actions of editing to retrieve the organised information to compose the online questions and reviewing peers' questions online were found to be critical factors for enhancing students' reading comprehension.</blockquote>

scholarly journals Weak Supervision Enhanced Generative Network for Question Generation

2019 ◽  
Author(s):  
Yutong Wang ◽  
Jiyuan Zheng ◽  
Qijiong Liu ◽  
Zhou Zhao ◽  
Jun Xiao ◽  
...  
Keyword(s):  
Question Answering ◽  
Interaction Mechanism ◽  
Generation System ◽  
Dialogue System ◽  
Question Generation ◽  
Weak Supervision ◽  
Weakly Supervised ◽  
The Given ◽  
Automatic Question Generation

Automatic question generation according to an answer within the given passage is useful for many applications, such as question answering system, dialogue system, etc. Current neural-based methods mostly take two steps which extract several important sentences based on the candidate answer through manual rules or supervised neural networks and then use an encoder-decoder framework to generate questions about these sentences. These approaches still acquire two steps and neglect the semantic relations between the answer and the context of the whole passage which is sometimes necessary for answering the question. To address this problem, we propose the Weakly Supervision Enhanced Generative Network (WeGen) which automatically discovers relevant features of the passage given the answer span in a weakly supervised manner to improve the quality of generated questions. More specifically, we devise a discriminator, Relation Guider, to capture the relations between the passage and the associated answer and then the Multi-Interaction mechanism is deployed to transfer the knowledge dynamically for our question generation system. Experiments show the effectiveness of our method in both automatic evaluations and human evaluations.

scholarly journals An investigation into reading strategies used by Vietnamese non-English major students at Kien Giang University

2020 ◽  
Vol 9 (2) ◽  
pp. 100-107
Author(s):  
Nguyen Thi Ngoc Minh ◽  
Nguyen Thuy Nga
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Descriptive Statistics ◽  
Item Number ◽  
Comprehension Test ◽  
English Majors ◽  
English Major ◽  
Rating Item

This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.

scholarly journals An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau

2019 ◽  
Vol 3 (1) ◽  
pp. 35-41
Author(s):  
Yessy Marzona ◽  
Muhammad Ikhsan
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
General Structure ◽  
Narrative Text ◽  
Intermediate Level ◽  
Second Grade ◽  
Narrative Texts ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Main Ideas

This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.

Reading Comprehension Proficiency of English Major Students

2021 ◽  
Author(s):  
Thapanee Khemanuwong ◽  
Thanate Angsuwatanakul ◽  
Ekkapon Phairot ◽  
Duangporn Jarijitpaibul ◽  
Pimjai Promsuwan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Major

scholarly journals Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090169 ◽  
Author(s):  
Daibao Guo ◽  
Shuai Zhang ◽  
Katherine Landau Wright ◽  
Erin M. McTigue
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Significant Difference ◽  
Flow Diagrams ◽  
Positive Effect ◽  
Mixed Format

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

Predicting the Extended Time Use of College Students With Disabilities

2019 ◽  
Vol 38 (3) ◽  
pp. 279-290
Author(s):  
Laura M. Spenceley ◽  
Whitney L. M. Wood ◽  
Marisa Valentino ◽  
Lawrence J. Lewandowski
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Students With Disabilities ◽  
Rating Scales ◽  
Test Accommodations ◽  
Extended Time ◽  
Group Setting ◽  
Test Taking ◽  
Comprehension Task ◽  
College Students With Disabilities

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.

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