scholarly journals Examining the Effectiveness of Think-Aloud Procedure and Reading Strategy Inventory: Insights From Reading Process Research

2021 ◽  
Vol 12 (6) ◽  
pp. 899-910
Author(s):  
George Mathew Nalliveettil
Keyword(s):  
Qualitative Research ◽  
Engineering Students ◽  
Reading Strategy ◽  
Strategy Use ◽  
Process Research ◽  
Reading Process ◽  
Think Aloud ◽  
Pilot Studies ◽  
Language Engineering ◽  
Quantitative And Qualitative Research

A study was conducted to explore the reading strategies of ESL (English as a Second Language) engineering students. The subjects of the study were 52 B.Tech students. The research focused on investigating the reading process of ESL students. The think-aloud procedure and reading strategy inventory were used to collect the data. Three pilot studies were conducted to validate quantitative and qualitative research procedures. A 40-item reading strategy inventory was administered to identify the engineering students' reading strategy use.  The scores obtained in the reading strategy inventory has been compared to the verbal reports elicited through the think-aloud procedure.  Data analysis presents an overview of the frequency of strategy use while reading an academic-related text. The paper examines the effectiveness of reading strategy inventory and think-aloud procedure for reading process research. The findings of the study discuss the data collection procedure relevant to reading process research. The study highlights challenges in validating quantitative and qualitative research procedures and suggests ways to overcome them.

Learners’ Use of Efferent, Aesthetic and Critical Stances When Reading a Novel

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Aryanti Ishak ◽  
Zaidah Zainal
Keyword(s):  
Qualitative Research ◽  
Mixed Method ◽  
Reading Process ◽  
The Novel ◽  
Story Line ◽  
Written Responses ◽  
Quantitative And Qualitative Research ◽  
Actual Reading ◽  
Mixed Method Design ◽  
The Aesthetic

Recent studies have suggested that literature components benefit students in language acquisition and reading in general, yet reading for enjoyment is arguable since most of the students admit reading is done for examination purposes. Regardless of the reading purpose, adoption of efferent, aesthetic and critical stances is vital and believed to influence the reading process. The main purpose of this study is to investigate the perceived and actual reading stances among learners when they read a novel. A total of 484 students from twelve non-residential secondary schools situated in Kuantan participated in this study. Employing a mixed method design, both quantitative and qualitative research approaches were utilised. The instruments used to collect the data were a set of questionnaire and student’s written responses. Although the findings from the questionnaire and written responses suggested that the learners employed all the three stances namely efferent, aesthetic and critical stances, there was the tendency for the students to adopt more of the efferent stance than the aesthetic and critical stances. Overall, the adoption of the efferent stance indicates that the students tend to closely and narrowly process the novel in terms of the story line narrated by the writer rather than adopting aesthetic and critical stances through interacting with the plot and characters and relating these elements with their experience and viewpoints.

Strategically Smart Or Proficiency-Driven? An Investigation Of Reading Strategy Use Of EFL College Students In Relation To Language Proficiency

2013 ◽  
Vol 6 (1) ◽  
pp. 85 ◽  
Author(s):  
Shu-Fen Lai ◽  
Chen-Hong Li ◽  
Richard Amster
Keyword(s):  
College Students ◽  
Reading Instruction ◽  
Language Proficiency ◽  
Reading Strategy ◽  
Strategy Use ◽  
Vocabulary Knowledge ◽  
High Achievers ◽  
Reading Process ◽  
Reading Problems ◽  
L2 Reading

Reading strategy use has long been considered an important factor in the evaluation of effective second language (L2) reading. It is generally believed that proficient and less-proficient readers differ in their reading process and strategy use. The purpose of this study was to examine the reading strategy use of high- and low-proficiency level college students in Taiwan and the reading problems that might arise in their reading process. A General English Proficiency Test (GEPT) and a modified reading strategy questionnaire, based on Carrell (1989), were administered to 45 Taiwanese college students. The results show that language proficiency has a significant effect on strategy choice and use, and high achievers and low achievers are different in the quality and quantity of their reading strategy use. More proficient learners in the study were found to utilize more top-down and context-related strategies, while less-proficient learners tended to focus on bottom-up and lexical-related strategies. Also, limited vocabulary knowledge is the most important reader factor of Taiwanese college students reading problems. The study concludes with a discussion of implications for L2 reading instruction and learning in the classroom setting.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Quantitative and Qualitative Research: Beyond the Debate

2009 ◽  
Vol 43 (4) ◽  
pp. 406-407 ◽  
Author(s):  
Omar Gelo ◽  
Diana Braakmann ◽  
Gerhard Benetka
Keyword(s):  
Qualitative Research ◽  
Quantitative And Qualitative Research
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