Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

2021 ◽  
Vol 44 (1) ◽  
pp. 111-125
Author(s):  
Shuyan Wang ◽  
Heyoung Kim
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Meta Analysis ◽  
Extensive Reading ◽  
Reading Research ◽  
Pleasure Reading ◽  
The Past ◽  
Language Classroom ◽  
Research Designs ◽  
Practical Instruction

Abstract Extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years (1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged, including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading (i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction; 2) there are methodological weaknesses in empirical research designs, and; 3) research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

scholarly journals The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

2020 ◽  
Vol 2 (1) ◽  
pp. 26-56
Author(s):  
Eloise Botes ◽  
◽  
Jean-Marc Dewaele ◽  
Samuel Greiff ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Meta Analysis ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Classroom Anxiety

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

scholarly journals Teaching Reading Comprehension In EFL Classroom: A Glance At Some Approaches And Activities

2018 ◽  
Vol 2 (02) ◽  
Author(s):  
Livianni Lambe
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Instruction ◽  
Intermediate Level ◽  
Teaching Reading ◽  
English Reading ◽  
Comprehension Skills ◽  
Language Classroom ◽  
Foreign Language Classroom

 English reading educators in English Foreign Language classroom in Indonesian are often mystified how to teach well reading comprehension to their students. This paper will propose about pedagogy of teaching reading comprehension in EFL classroom relating to the activities in reading instruction, comprehension skills focusing on primary and intermediate level ,and strategies in teaching reading comprehension  in order to become their students as effective readers and to improve their students’ reading comprehension suitable with students’ English reading proficiency.Key words: reading comprehension, activities in reading, primary, intermediate level, strategies.

scholarly journals A Meta-Analysis of Reading Research around the World: Towards a Set of Guiding Principles for EFL Reading Instruction

2021 ◽  
Vol 29 (3) ◽  
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Reading Research ◽  
Step Procedure ◽  
Reading Technology ◽  
Guiding Principles ◽  
Based Instruction

This study attempted to shed light on the reading research conducted over the last twenty years for the purpose of reflecting on the most and least addressed aspects of reading in the research. This study is also hoped to constitute a resource for scholars about the latest initiatives in the reading research in general and in EFL reading in particular. In order to answer the research aims, a meta-analysis of 45 articles was conducted. Despite the fact that the methodology adopted for this study was thematic and qualitative, frequency counts were made. A corpus of 45 international articles titles, which met the selection criteria within the overall database of five leading journals, was collected. A seven-step procedure was followed to sort and analyze the data. The findings showed that there were six major themes, which were ranked in terms of their frequency of distribution into reading comprehension, reading strategies, reading ability, reading literacy, reading speed, and reading skills. In light of the findings, the researchers attempted to highlight the areas of focus and to put forth guiding principles for reading instruction (e.g., strategy-based instruction is essential in teaching reading; technology-based instruction is more a must than an alternative).

Interview: Learning the Core Concept of Extensive Reading from Richard Day

2016 ◽  
Vol 40 (6) ◽  
pp. 14
Author(s):  
Mitsue Tabta-Sandom
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
World Wide ◽  
Core Concept ◽  
Extensive Reading ◽  
L2 Reading ◽  
Motivation To Read ◽  
The Core ◽  
The World ◽  
Graded Readers

Extensive Reading is probably one of the hottest topics in the context of second and foreign language (L2) reading instruction (Iwahori, 2008). Krashen’s Input Hypothesis (Rodrigo, Krashen, & Gribbons, 2004) theoretically supports ER in which L2 learners’ reading development and motivation to read are nurtured by exposure to a large quantity of comprehensible and interesting input. Graded Readers (GRs), lexically and syntactically graded readers, form a core of such facilitative input in ER. In this interview, Professor Richard Day, the Founding Chair Emeritus of the world-wide leading Extensive Reading Foundation, talks about the fundamental concept of L2 reading instruction. Furthermore, he gives encouraging support and input to readers of The Language Teacher who have embarked on and want to start the practice of ER. Professor Day has been tirelessly promoting ER through L2 teacher education for many years.

scholarly journals A meta-analysis of effectiveness studies on computer technology-supported language learning

ReCALL ◽  
2013 ◽  
Vol 25 (2) ◽  
pp. 165-198 ◽  
Author(s):  
Maja Grgurović ◽  
Carol A. Chapelle ◽  
Mack C. Shelley
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Technology ◽  
Meta Analysis ◽  
Language Instruction ◽  
Effect Sizes ◽  
Foreign Language Instruction ◽  
Future Research ◽  
Rigorous Research ◽  
Research Designs

AbstractWith the aim of summarizing years of research comparing pedagogies for second/foreign language teaching supported with computer technology and pedagogy not-supported by computer technology, a meta-analysis was conducted of empirical research investigating language outcomes. Thirty-seven studies yielding 52 effect sizes were included, following a search of literature from 1970 to 2006 and screening of studies based on stated criteria. The differences in research designs required subdivision of studies, but overall results favored the technology-supported pedagogy, with a small, but positive and statistically significant effect size. Second/foreign language instruction supported by computer technology was found to be at least as effective as instruction without technology, and in studies using rigorous research designs the CALL groups outperformed the non-CALL groups. The analyses of instructional conditions, characteristics of participants, and conditions of the research design did not provide reliable results because of the small number of effect sizes representing each group. The meta-analysis results provide an empirically-based response to the questions of whether or not technology-supported pedagogies enhance language learning, and the process of conducting the meta-analysis pointed to areas in research methodology that would benefit from attention in future research.

Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners

RELC Journal ◽  
2018 ◽  
Vol 49 (3) ◽  
pp. 273-289 ◽  
Author(s):  
Angelica Galante
Keyword(s):  
Foreign Language ◽  
Mixed Methods Study ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners ◽  
The Past ◽  
Comfort Levels ◽  
L2 Speaking ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety

Anxiety is a dimension of L2 speaking that has been heavily investigated over the past several decades, but there is a paucity of research investigating instruction aiming at lowering anxiety. While research suggests drama lowers L2 learners’ anxiety, it is unclear to what extent anxiety is affected by drama. This article reports results from a mixed methods study examining whether drama impacts foreign language anxiety (FLA). The participants were 24 Brazilian adolescents who took part in two distinct four-month EFL programmes: a drama and a non-drama programme. An adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) was used as pre- and post measures. Analyses from FLCAS indicate a significant reduction in FLA levels among learners in both groups over time, with a slightly better improvement among learners in the drama group. Further analysis provides evidence that drama can enhance comfort levels when speaking the L2. Implications for research and language teaching are discussed.

scholarly journals The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

2018 ◽  
Vol 11 (6) ◽  
pp. 1 ◽  
Author(s):  
Jiren Liu ◽  
Jianying Zhang
Keyword(s):  
Reading Instruction ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Reading Proficiency ◽  
Extensive Reading ◽  
Reading Materials ◽  
Graded Readers

Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta–analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students’ vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

scholarly journals A Meta-Analysis of Extensive Reading Research

2014 ◽  
Vol 49 (1) ◽  
pp. 6-37 ◽  
Author(s):  
Takayuki Nakanishi
Keyword(s):  
Meta Analysis ◽  
Extensive Reading ◽  
Reading Research
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