scholarly journals Activate Reading Comprehension of Second Language Acquisition (SLA) By Applying Know-Want to Know-Learned (KWL) Strategy

2021 ◽  
Vol 8 (2) ◽  
pp. 179-197
Author(s):  
Adieli Laoli
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Classroom Activities

ABSTRACTThe purpose of this research is to describe how students achieve their reading comprehension performance when they apply the KWL (Know, Want to Know, Learned) Strategy. KWL is a strategy that can better comprehend the content of material read by the students. Using this strategy can help the students read effectively and efficiently to build their comprehension. After analyzing the data, the finding shows that the KWL Strategy positively contributes to the students’ achievement in their reading comprehension. It can be seen from the progress of scores in each cycle that the students acquired. Other aspects that the students should have in applying this strategy, such as motivation and vocabulary mastery, play a vital role in classroom activities; besides, the serious attention of the teacher to use the procedures of KWL strategy is necessary. The result of this research is KWL strategy can increase the students' reading comprehension in Second Language Acquisition (SLA) subject by applying some modifications to the procedures. Considering the result from the research, the researcher recommends that the KWL strategy be continuously implemented in activating students’ reading comprehension.ABSTRAKTujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana siswa mencapai pemahamannya ketika menerapkan Strategi KWL. KWL merupakan salah satu strategi yang dapat memberikan pemahaman yang lebih baik akan sebuah konten materi yang dibaca oleh siswa. Penggunaan strategi dapat membantu siswa membaca secara efektif dan efisien untuk membangun pemahaman. Hasil analisis data menunjukkan bahwa Strategi KWL memiliki kontribusi positif terhadap prestasi siswa dalam memahami bacaan SLA, hal ini dapat dilihat dari kemajuan akan nilai dalam pembelajaran yang diperoleh siswa. Aspek lain yang harus dimiliki siswa dalam menerapkan strategi ini, misalnya motivasi dan penguasaan kosakata memegang peranan yang sangat penting dalam kegiatan kelas, selain itu perhatian serius dari guru untuk menerapkan prosedur strategi KWL mutlak diperlukan. Hasil dari penelitian ini menunjukkan bahwa strategi KWL dapat meningkatkan pemahaman membaca siswa pada pelajaran SLA dengan penerapan beberapa modifikasi pada prosedurnya. Berdasarkan hasil penelitian tersebut, peneliti merekomendasikan strategi KWL untuk diimplementasikan secara berkelanjutan untuk meningkatkan pemahaman membaca siswa.

scholarly journals Student expectations of TESOL Programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

scholarly journals Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

2020 ◽  
Vol 10 (12) ◽  
pp. 391
Author(s):  
Blanka Klimova ◽  
Katarina Zamborova
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Academic Success ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Applications ◽  
New Technologies ◽  
Mobile Apps ◽  
Academic Goals ◽  
Learner Motivation

Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

scholarly journals A CASE STUDY OF THE EFL LEARNER’S NEEDS ANALYSIS BASED ON KRASHEN’S MONITOR THEORY

2019 ◽  
Vol 7 (8) ◽  
pp. 265-272
Author(s):  
Yunjie Huang ◽  
Yi Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Needs Analysis ◽  
Affective Filter ◽  
Main Instrument

Learners play a vital role in the process of second language acquisition (SLA). Needs analysis can realistically reflect learners’ circumstances when learning the second language. In the presented paper, one EFL learner was selected as a case to do the needs analysis, in which the interview was the main instrument for the analysis. Based on Krashen’s monitor theory, results found that, firstly, the learner’s English needs had not been met. Then, insufficient input as well as complex and an extremely high affective filter were two significant reasons for the failure of needs accomplishment. Additionally, this case study provided the suggestions responding to the specific circumstances of a high affective filter and offered the experience for the further larger-scaled studies of related needs analysis.

scholarly journals Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

2018 ◽  
Vol 68 (2) ◽  
pp. 392-437 ◽  
Author(s):  
Kara Morgan-Short ◽  
Emma Marsden ◽  
Jeanne Heil ◽  
Bernard I. Issa II ◽  
Ronald P. Leow ◽  
...  
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Attention

Re-Purposing a Recreational Video Game as a Serious Game for Second Language Acquisition

2010 ◽  
pp. 178-195 ◽  
Author(s):  
Yolanda A. Rankin ◽  
Marcus W. Shute
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Serious Games ◽  
Vocabulary Acquisition ◽  
Native Speakers ◽  
Serious Game ◽  
Role Playing Game ◽  
Developer Tools

Serious games designed for educational purposes promote acquisition of knowledge and skills that are valued in the both the virtual realm and the real world. However, the million dollar question is how do we design serious games that produce positive learning outcomes without sacrificing the element of fun? The authors’ answer is simple but no less profound. Don’t recreate the wheel; instead use it to create new technology! Using this premise, they re-purpose the recreational Massively Multiplayer Online Role Playing Game (MMORPG) EverQuest® II as a serious game, leveraging the entertainment value and readily accessible developer tools to promote learning in the context of Second Language Acquisition (SLA). They outline the process of transformation, first identifying the affordances attributed to MMORPGs and then evaluating the impact of gameplay experiences on SLA. Promising results from experimental studies reveal that in-game social interactions in the target language between native speakers and non native speakers provide a higher degree of engagement and significantly increase second language vocabulary acquisition and reading comprehension skills compared to traditional classroom instruction. They conclude with the design of two game modules that promote vocabulary acquisition, reading comprehension and conversational fluency.

EXPLORING MOTIVATIONAL FACTORS IN TESLTHROUGH THE LENS OF THE SELF-DETERMINATION THEORY

2016 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Abdul Karim Bin Madasa ◽  
Ramiaida Bt Darmi ◽  
Hazleena Bt Baharun
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Relevant Literature ◽  
Self Determination Theory ◽  
Vital Role ◽  
Motivational Factors ◽  
Self Determination

The prominent role of the English language has led to the teachingof the language as a second languageworldwide at tertiary level as a requirement to be assured of better prospects in a student’s life. English language teaching (ELT)has been anever-ending topic as it is seen as an uphill task for teachers due to the motivation factor in the acquisition of the language among the learners.Hence, one of the most valuable concepts used in relation to the success and failure in second language acquisition is motivation. It is apparently one of the most important constructs of individual differences (IDs).As the theories on motivation are countless, this paper is limited to its focuson review of relevant literature andinvestigation on the broad self-determination theory (SDT) that embodies three different types of motivation: (i) autonomous regulation, (ii) controlled regulation, and (iii) amotivation, and its relationship with the acquisition of English as a second language (ESL). It is concluded that the SDT plays a vital role in second language acquisition (SLA) with particular reference to ESL; and its implications could have a positive effect on the implementation ofELT in the higher education institutions (HEIs).This paper is mainly aimed at establishing the motivational factors related to the SDT and its important role in the teaching and learning of ESL in the HEIs.

Morphological insensitivity in second language processing

2004 ◽  
Vol 25 (4) ◽  
pp. 603-634 ◽  
Author(s):  
NAN JIANG
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Word Reading ◽  
Morphological Knowledge ◽  
Second Language Processing ◽  
Language Competence ◽  
Esl Learners

Two competing explanations exist regarding the nature of morphological difficulty in adult second language acquisition: competence deficit versus performance deficiency. This study tested these explanations by examining English as a second language (ESL) learners' morphological performance in reading comprehension tasks. Chinese ESL speakers were asked to read English sentences for comprehension in three self-paced word by word reading experiments. Their reading times were measured to determine if they were sensitive to idiosyncrasies/disagreement in sentences that do and do not involve the number morpheme. The results show that they are not sensitive to number disagreement, but sensitive to other idiosyncrasies tested. This insensitivity to the number morpheme suggests that their morphological knowledge is not an integrated part of their automatic second language competence.

The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension

1992 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Gloria Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Content Knowledge ◽  
Academic Language ◽  
Esl Students ◽  
Esl Reading ◽  
English Speaking ◽  
Representation Of Knowledge

Research suggests that English as a second language (ESL) students take upwards of 5 years to acquire a level of proficiency in academic language that is comparable to their English-speaking peers. They are likely to be denied full access to school knowledge unless teachers help to bring about student content knowledge learning and second language acquisition simultaneously.

scholarly journals Student expectations of TESOL programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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