The Appropriateness of Literary Texts in Teaching Reading Skills: The Case of Some Selected High Schools in Ethiopia

2020 ◽  
Vol 10 (10) ◽  
pp. 1200
Author(s):  
Sualih Mussa ◽  
Gebeyehu Fente
Keyword(s):  
High Schools ◽  
Reading Skills ◽  
Document Analysis ◽  
Literary Texts ◽  
Sampling Techniques ◽  
Teaching Reading ◽  
Language Awareness ◽  
Efl Teachers ◽  
Direct Quotation ◽  
Reading Activities

The main objective of this study was to assess the appropriateness of literary texts in teaching reading skills at some selected high schools in Ethiopia. The study employed survey research design. Different instruments and sampling techniques were used. Document analysis was conducted to examine the appropriateness of literary texts and reading activities designed from them. Questionnaire was administered for 429 students that were selected through stratified sampling. Interview was also conducted with 7 purposively selected EFL teachers. The collected data was analyzed qualitatively and quantitatively. Data from interview and document analysis were analyzed qualitatively using narration, thematic analyses and direct quotation, whereas data from questionnaire was analyzed quantitatively using percentage, mean and grand mean. Findings of the study revealed that the majority of the literary texts are found to be linguistically very difficult, culturally unfamiliar and unsatisfactory to students’ interest. In addition, the study found that most reading activities do not give useful cultural background, stimulating tasks, language awareness activities and previewing key language. The study concluded that the literary texts integrated for teaching reading skills and activities are not helpful to teach reading skills.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities

2021 ◽  
Vol 14 (8) ◽  
pp. 1
Author(s):  
Abdallah Abdulmahsan A. BinSaran
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Teaching Reading ◽  
Language Awareness ◽  
Integrated Learning ◽  
Teaching Content ◽  
Comprehension Skills ◽  
The World ◽  
Efl Students ◽  
Reading Comprehension Skills

This research paper endeavors to evaluate, assess and assert the expediency and efficacy of employing content and language integrated learning (CLIL) in teaching Reading skills to EFL students. It is a qualitative paper which examines and underscores the usefulness of developing EFL reading comprehension skills by using the CLIL teaching. The outcome of this teaching and learning methodology is predicted and determined by presenting and evaluating considerable researches carried out in this field by eminent language researchers. These studies unequivocally demonstrate that the application of CLIL in classrooms with regard to the acquisition and retention of EFL reading and vocabulary skills among college students has proved to be very helpful and palpable. It must be understood that CLIL does not help in making the teaching content simple or revising what learners already know. CLIL courses actually blend language and content together so as to enhance the language as well as the thinking abilities of the learners. The significant amount of research interest in this subject and its growing demand as a foreign language teaching approach necessitate intensive research and analysis as to its efficacy in other parts of the world. In this context, this paper examines and validates its efficacy for the Saudi EFL learners, in view of its ostensible advantages related to language awareness and content knowledge. This paper aims to address the problems and concerns of Saudi learners and teachers of EFL, and lays down the plans to implement CLIL courses in Saudi universities for the benefit of the students in this part of the world. The research concludes by encapsulating and analyzing the researches undertaken in this field and explaining the lessons learnt by employing CLIL courses at the graduate and undergraduate levels in Saudi universities.

scholarly journals An Investigation Into the Implementation and Selection of Literary Texts to Teach Reading Skills in EFL Classes: The Case of Preparatory Schools in Awi Zone, Ethiopia

2021 ◽  
Vol 11 (5) ◽  
pp. 498-508
Author(s):  
Netsanet Haymanot Belete ◽  
Sualih Mussa
Keyword(s):  
Text Analysis ◽  
Reading Skills ◽  
Survey Design ◽  
Sampling Technique ◽  
Social Background ◽  
Literary Texts ◽  
Difficulty Level ◽  
Preparatory Schools ◽  
Reading Activities ◽  
Grade 11

This study was conducted to investigate the selection and implementation of literary texts for teaching of reading skills in English as a foreign language classes in preparatory schools in Ethiopia. In doing so, descriptive survey design was employed. To collect data, observation, questionnaire, interview and text analysis were used as data collection tools. Using simple random sampling technique, 30 grade 11 English teachers for questionnaire and 6 teachers for observation and interview were selected. Text analysis was also used to evaluate the suitability of literary texts. The study revealed that literary texts designed in grade 11 English textbook are not suitable for the students’ age, interest, cultural background, social background, linguistic proficiency and literacy background. The reading tasks have almost no pre-reading activities, some while-reading activities and plenty of post-reading activities which are not well designed. Besides, EFL teachers perceived that literary texts are important to facilitate the students’ reading classes but they were limited in using literary texts meaningfully. The study also revealed that difficulty level of literary texts, unfamiliarity of the cultures from texts, lack of interest, lack of reading experience and students’ limited vocabulary were the major difficulties that  hindered the proper use of literary texts in reading lessons.

scholarly journals Process Of Teaching Reading In Middle And High Schools – An Approach Of Programs That Work

2012 ◽  
Vol 4 ◽  
Author(s):  
Zamira Mërkuri
Keyword(s):  
High Schools ◽  
Reading Instruction ◽  
Reading Skills ◽  
Department Of Education ◽  
Teaching Reading ◽  
Adolescent Reading ◽  
Positive Difference ◽  
The World ◽  
Standards Movement ◽  
Strong Reading

The ability to read, write, speak, listen, and think effectively - enables adolescents to learn and to communicate clearly in and out of school.Adolescents need to have strong reading skills so that they can understand academiccontent, communicate in a credible way, participate in cultural communities,and negotiate the world. The standards movement asserts that all students shouldunderstand content at deeper, more complex levels than have been advocatedpreviously. A variety of teaching andlearning strategies have been shown to be effective in assisting adolescent learnersto develop their capacity as readers. Nevertheless, according to thispaper, there is an “ever-deepening crisis in adolescent reading.” (Department of Education, “EqremÇabej” University of Gjirokastra 2004). The paper considershow effective content-based reading instruction can be brought to life in theclassroom in ways that will make a positive difference for learners.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective

2021 ◽  
Vol 12 (3) ◽  
pp. 820-828
Author(s):  
Nurul Nabila Amirah Rostan Et.al
Keyword(s):  
Language Proficiency ◽  
Reading Skills ◽  
Structured Interview ◽  
Learning Session ◽  
Reading Methods ◽  
Proper Material ◽  
Children's Reading ◽  
Reading Activities ◽  
Teacher's Perspective ◽  
Children’S Reading

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open syllables. By using a qualitative approach, two teachers from a private pre-school in Shah Alam are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literature, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

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