A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners

2018 ◽  
Vol 9 (1) ◽  
pp. 113-134
Author(s):  
A Young Park ◽  
Talia Isaacs ◽  
Helen Woodfield
Keyword(s):  
Secondary Students ◽  
Vocabulary Development ◽  
Experimental Studies ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Proficiency Level ◽  
Quasi Experimental ◽  
Intensive Reading

AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

scholarly journals Comparison of the Impact of Extensive and Intensive Reading Approaches on the Korean EFL Learners’ Reading Rate and Reading Comprehension Development

2017 ◽  
Vol 6 (3) ◽  
pp. 131 ◽  
Author(s):  
A Young Park
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Positive Impact ◽  
Experimental Studies ◽  
Reading Rate ◽  
Efl Learners ◽  
Proficiency Level ◽  
Intensive Reading ◽  
The Impact

Extensive Reading (ER) is a reading approach that aims to make covering large amounts of reading material enjoyable for language learners. Many experimental studies have showed the effectiveness of the ER approach on reading fluency, the ability to read words and process text rapidly and accurately. Though revealing, these findings need to be interpreted with caution due to methodological defects in the measurement of reading fluency in these ER studies. This quasi-experimental study compared the effect of the ER approach with that of the conventional Intensive Reading (IR) approach on EFL learners’ reading rate and reading comprehension with regard to leaners’ proficiency level. Over a 12-week timespan, two intact classes of 72 Korean secondary students received either ER (N = 36) or IR (N = 36) instruction, with pre- and post- differences in performance examined with regard to proficiency level.  Results of an ANCOVA revealed that students’ reading rate and comprehension increased significantly more from the ER approach than from the IR approach. That is, students from the ER group significantly increased their reading rate in comparison to the IR group without impairing reading comprehension. More specifically, the ER approach had a greater positive impact on the learners’ reading rate than the IR approach irrespective of participants’ English proficiency level. However, in terms of reading comprehension, the advanced and intermediate level learners benefited more from the ER approach, while the low level learners benefited more from the IR approach. 

scholarly journals A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners

2020 ◽  
Vol 10 (2) ◽  
pp. 337-358
Author(s):  
A Young Park
Keyword(s):  
Reading Attitudes ◽  
Extensive Reading ◽  
L2 Reading ◽  
Efl Learners ◽  
Affective Factors ◽  
Reading Pedagogy ◽  
Proficiency Level ◽  
L2 Learners ◽  
Intensive Reading ◽  
The Impact

Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.

The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

2016 ◽  
Vol 6 (10) ◽  
pp. 1964
Author(s):  
Gholam-Reza Abbasian ◽  
Helia Sakhaeian Haji Mohammadi
Keyword(s):  
Language Proficiency ◽  
Significant Role ◽  
Proficiency Test ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Intermediate Group ◽  
Proficiency Level ◽  
Research Questions

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.

The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sijing Fu
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Intensive Reading ◽  
Reading Activities ◽  
Reading Comprehension Skills

This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.

Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

2017 ◽  
Vol 84 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Asha K. Jitendra ◽  
Amy E. Lein ◽  
Soo-hyun Im ◽  
Ahmed A. Alghamdi ◽  
Scott B. Hefte ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Mathematics Difficulties ◽  
Quasi Experimental ◽  
And Mathematics

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

scholarly journals A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Yazdan Azizi Khah ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Writing Assignment ◽  
The Impact

<p>The present study aimed at investigating the impact of two different strategies of providing written corrective feedback on English as foreign language (EFL) learners’ writing performance. To achieve this goal, sixty EFL learners who participated in the study were assigned into two groups. Throughout the period of the study, two techniques of written feedback, metalinguistic feedback and explicit correction feedback were put into practice as the treatment. The first writing assignment was used as the pretest and the last writing assignment was the posttest. To determine the proficiency level of the participants, A Nelson English Proficiency Test was used. The result of the paired t-tests showed that the writing performance of two groups improved; however, the independent t-test was performed between the posttests of the two groups indicated that the group with metalinguistic feedback had greater improvement than the group which received the explicit correction feedback. The findings suggest that providing teacher corrective feedback is effective in reducing EFL learners’ grammatical errors and improves their writing achievement.</p>

From intensive reading teaching to outcome-based teaching: An empirical study on English reading in China

2021 ◽  
pp. 002072092098351
Author(s):  
Di Qi ◽  
Azizah Rajab ◽  
Nur’ain Balqis Haladin
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Extensive Reading ◽  
Efl Learners ◽  
English Reading ◽  
Data Collection And Analysis ◽  
Intensive Reading ◽  
Reading Teaching

Chinese EFL learners’ reading ability is one of the important cores for the cultivation of their English competencies. Taking the extensive reading course as an example, this paper integrated the OBE concept into the course teaching design. An empirical study was designed to explore whether the teaching model OBE can effectively improve students’ reading proficiency and students’ perspectives towards the Outcome Based teaching method. Finally, some suggestions for further research were proposed based upon the data collection and analysis.

The Effects of Collaborative and Individual Planning on Iranian Male and Female EFL Learners' Writing Ability

2016 ◽  
Vol 6 (8) ◽  
pp. 1630 ◽  
Author(s):  
Sara Mirazi ◽  
Asgar Mahmoudi
Keyword(s):  
Female Group ◽  
Writing Quality ◽  
Writing Ability ◽  
Efl Learners ◽  
Paired Samples ◽  
Proficiency Level ◽  
Main Effect ◽  
Quasi Experimental ◽  
Individual Planning ◽  
And Gender

This article is concerned with the effects of planning type (individual vs. collaborative) and gender on EFL learners' writing quality. The interaction of these two types of variables is also investigated. In a quasi-experimental design, the performance of two collaborative-planning and two individual-planning groups were compared. In each of these planning situations there was a male group and a female group with 26 students of the same proficiency level. All four groups underwent 8 treatment sessions. Results of the Paired-samples T-tests revealed that both types of planning had been effective in improving the learners’ writing performance. Moreover, based on the MANOVA results, there was no interaction between the two independent variables of the study and the main effect was significant only for the planning type. Findings of the study highlight the significance of planning, whether individually or collaboratively, before writing tasks.

scholarly journals Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091950
Author(s):  
Soheil Rahimi ◽  
Moussa Ahmadian ◽  
Majid Amerian ◽  
Hamid Reza Dowlatabadi
Keyword(s):  
Comparison Group ◽  
Analysis Of Covariance ◽  
Past Tense ◽  
Grammar Instruction ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Versus Input ◽  
Experimental Group

This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score dropped. It can be postulated that input flood tasks may promote learners’ recognition accuracy of second language forms immediately, but this effect may gradually diminish. Hence, it can be tentatively concluded that Jigsaw tasks result in more durable gains than input flood tasks. The findings imply that when the goal of grammar instruction is to achieve durable effects, unfocused tasks should be integrated with focused tasks in the syllabus.

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