scholarly journals THE ROLE OF ILLUSTRATION IN ENHANCING READING COMPREHENSION OF COLLEGE STUDENTS

Edusentris ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 133
Author(s):  
Purwanti Purwanti ◽  
Bachrudin Musthafa
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Poor Readers ◽  
Comprehension Skill ◽  
Reading Frequency ◽  
Student Reading ◽  
The Impact ◽  
Average Readers

The low interest in reading makes the students have less reading frequency, thus the students are not much experienced in reading correctly. This problem leads them to have a low level of comprehension skill. This research is intended to check and find out whether the students can improve their level of comprehension skill after being given a certain teaching completed with some treatments. The research investigates the impact of using illustrations and its effects on students’ attitude. The data are in the form of scores and students’ opinions. Score data is obtained from the result of pretest and posttest which are calculated quantitatively, while questionnaire and interview are analyzed qualitatively to support the explanation. The results show that there is significant enhancement in student reading skills not only of the expert readers but also of the average readers and of poor readers.

scholarly journals Evaluating the Reading Section of English National Standardized School Exams (USBN): (A Field Study in SMK NU Ungaran)

2019 ◽  
Vol 14 (1) ◽  
pp. 67-76
Author(s):  
Rizky Mega Susanti
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Educational Institution ◽  
Gap Filling ◽  
Comprehension Skill ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Listening And Speaking ◽  
Reading Comprehension Skills

With regard to the role of English in Indonesia that is mainly used for academic purpose, it is important to sharpen the two skills, reading and writing, more than the other two skills, listening and speaking. Based on that fact, this study focuses on reading skills, especially in reading comprehension skills. Reading comprehension skill is closely related to literacy levels that nowadays considered important by educational institution. The data was taken from reading comprehension questions in English USBN question sheet and the students’ answer sheets. The participants are students of XII grade of SMK NU Ungaran that are randomly chosen. The result of this study showed that Out of 50 students, 59% of them are best cope with editing task, followed by 56% in dealing with reading comprehension task, 50% of gap-filling task, 48% with short answer task and the least is 22% in vocabulary task. This meant that the proficiency level of reading comprehension of students in XII grade SMK NU Ungaran still needs to elevate. They were still lack in term of vocabulary and understanding the ideas implicitly delivered in the text.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

Consumer based brand equity in the 21st century: an examination of the role of social media marketing

2016 ◽  
Vol 17 (3) ◽  
pp. 243-255 ◽  
Author(s):  
Atefeh Yazdanparast ◽  
Mathew Joseph ◽  
Fernanda Muniz
Keyword(s):  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Brand Equity ◽  
Social Media Marketing ◽  
Content Type ◽  
Research Population ◽  
The Cost ◽  
The Impact

Purpose The present research investigates the influence of brand-based social media marketing (SMM) activities on metrics of consumer-based brand equity (CBBE). Specifically, the study examines the role of consumer-brand social media experiences on attitude toward SMM activities of brands and its consequent impact on brand perceptions. Design/methodology/approach Paper-and-pencil surveys were administered to undergraduate students in a Southwestern university in exchange for extra credit. Survey questions were adapted from previously validated scales, and measurement adaptations were minimal and only related to the context of questions to assure their relevance with the context of this study. Bi-variate correlation, bootstrapping technique, Sobel test, ANOVA and linear regression were used to test the hypotheses. Findings The results indicate that brand-based SMM is essential in impacting consumers’ attitudes toward brands and consequently, CBBE reflected via perceived value for the cost, perceived uniqueness and the willingness to pay a price premium for a brand. Additionally, the main reason for individuals to use social media impacts their attitudes toward and receptiveness of SMM activities of brands. Research limitations/implications This study used a sample of college students to address the research questions. Considering the higher adoption rate and interest in social media among younger consumer groups, the results may not be representative of the entire population. Much of the existing research on social media, however, has focused on undergraduate college students and is primarily based on studies utilizing the similar research population. Originality/value The present research is one of the few studies that empirically examine the impact of consumer-brand interactions/experiences on consumers’ attitudes toward SMM activities of brands, as well as brand-related knowledge and perceptions as reflected by CBBE. The results indicate that the CBBE model of the twenty-first century should incorporate the role of brand-based SMM activities as facilitators of brand knowledge (i.e. brand awareness and brand image) by reinforcing or even shaping important brand-based associations.

scholarly journals A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

2016 ◽  
Vol 6 (4) ◽  
pp. 60 ◽  
Author(s):  
Magda Madkour
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Teaching Strategies ◽  
Reading Skills ◽  
Integrative Model ◽  
Second Phase ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Reading Competence ◽  
English Reading

<p>This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students’ reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teachers’ teaching methodologies. The second phase was based on identifying the problems that affect students’ English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students’ weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students’ reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students’ reading skills. The test is designed by Board College in USA, which is a specialized agency in college students’ exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text’s purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students’ proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern technologies, including reading software, to intensify students’ reading practices. The significance of this study is that it is a contribution in the field of teaching English as a foreign language in general, and reading in particular since it provides a new model that integrates the technology of hypertexts, e-learning, and data mining analysis into a number of linguistic theories including schema theory, the information processing theory, and Krashen’s (1981; 1995) language theory. Providing teachers with training pertinent to the integration of technology into teaching is an important step towards implementing cognitive and metacognitive teaching methods, which will reinforce the efforts of the College of Languages and Translation towards achieving international accreditation.</p>

Beyond the Role of Interpersonal Violence in Predicting Negative Affective Conditions in Adults: An Examination of Hope Components in Chinese College Students

2020 ◽  
pp. 088626052093851
Author(s):  
Mingqi Li ◽  
Edward C. Chang ◽  
Olivia D. Chang
Keyword(s):  
College Students ◽  
Negative Affect ◽  
Psychological Adjustment ◽  
Interpersonal Violence ◽  
Well Being ◽  
The United States ◽  
Chinese Sample ◽  
Chinese College Students ◽  
The Impact

With the growth of positive psychology during the past two decades, increased research has been focused on identifying human virtues that not only foster well-being but also act as positive processes that mitigate the impact of life adversities. Thus, it is useful to examine how positive processes, such as hope, may impact individuals’ psychological adjustment following adversities. This study investigated the relationships among interpersonal violence, hope, as a key human strength, and negative affect conditions in a large sample ( N = 737) of Chinese male and female ( Nfemale = 409) college students. Participants completed measures assessing prior exposure to interpersonal violence, levels of both hope components (i.e., agency and pathways), negative affect, depressive symptoms, and suicidal ideation. Results from correlational analyses showed that exposure to interpersonal violence was positively and hope was negatively correlated with negative affective conditions. However, hope agency was more strongly correlated with those outcomes than hope pathways. In addition, three separate hierarchical regression analyses indicated that after accounting for demographics (i.e., age and sex) and interpersonal violence, within hope components, only hope agency remained as strong concurrent predictors of negative affective conditions. The present findings in this Chinese sample are consistent with those obtained from Turkey and the United States samples, adding evidence to the more robust role of hope, and hope agency in particular, in predicting negative psychological adjustment associated with interpersonal violence. Efforts made to address the absence of hope agency may be particularly important in future attempts to mitigate negative affective conditions linked to interpersonal violence among Chinese college students.

scholarly journals Development of reading comprehension with graphic organizers for students with dyslexia

2018 ◽  
Vol 8 (2) ◽  
pp. 105 ◽  
Author(s):  
Jacqueline Lopez ◽  
Johnny Campoverde
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skills ◽  
Graphic Organizers ◽  
Theoretical Foundation ◽  
Students With Learning Disabilities ◽  
Scientific Content ◽  
Innovative Material ◽  
The Impact ◽  
Multiple Skills

The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia). This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

The Impact of an Online Transition Curriculum on Secondary Student Reading

2016 ◽  
Vol 40 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Allison R. Lombardi ◽  
Margo V. Izzo ◽  
Graham G. Rifenbark ◽  
Alexa Murray ◽  
Andrew Buck ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Intervention Group ◽  
Transition Services ◽  
Linear Modeling ◽  
Literacy Strategies ◽  
Reading Comprehension Strategies ◽  
Student Reading ◽  
Quasi Experimental ◽  
The Impact

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the AIMS Web Maze Test for 8th Grade Reading Prompts to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.

scholarly journals Dictogloss as a Technique to Raise EFL College Students’ Knowledge of Grammar, Writing and the Comprehension of Meaning

2018 ◽  
Vol 9 (1) ◽  
pp. 293
Author(s):  
Liqaa Habeb Al-Obaydi ◽  
Fatima Raheem Al-Mosawi
Keyword(s):  
College Students ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Efl College Students ◽  
The Impact

Dictogloss is a classroom activity where all the four skills work together. The present study is an experimental one where a group of twelve students was taught by the researchers. The researchers train students to use dictogloss technique for twelve lectures. In each lecture, they used a new authentic text with a new focus on a specific role of grammar. The study aims at; finding out the impact of using dictogloss technique on Iraqi EFL college students&rsquo; knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students&rsquo; improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student&rsquo;s comprehension of meaning and determining students&rsquo; attitudes toward using dictogloss in English language teaching. Four measurement tools were used in this study; an achievement test, a reflection sheet used at the end of each lecture, a questionnaire, and in addition to the teacher&rsquo;s daily observation. Final results of the study clarify that there is a positive impact of dictogloss technique on the three variables in addition to the positive attitudes of students towards using dictogloss in English language teaching. So, the hypotheses of the study are rejected.

scholarly journals Influence of Entrepreneurial Psychology and Spirit on the Cultivation of Students’ Entrepreneurial Values and Ability Under the New Media

2021 ◽  
Vol 12 ◽  
Author(s):  
Weiwei Wang ◽  
Ying Jiang
Keyword(s):  
College Students ◽  
New Media ◽  
Entrepreneurship Education ◽  
Shaanxi Province ◽  
Business Skills ◽  
Entrepreneurial Spirit ◽  
Entrepreneurial Ability ◽  
The Impact ◽  
To Receive

This article studies the influence of entrepreneurial spirit on college students’ entrepreneurial ability and entrepreneurial values. Firstly, the impact of entrepreneurial psychology and entrepreneurial spirit on entrepreneurial values is analyzed. Secondly, the role of entrepreneurial values in innovation and entrepreneurship education is analyzed and summarized under new media. Then, based on entrepreneurial psychology and entrepreneurial spirit, a Questionnaire Survey (QS) is designed to investigate the entrepreneurial values of students in one university in Shaanxi Province, China. The QS analysis suggests that most respondents hold a positive attitude, and their attitude is on the rise. The QS results of “Reasons for entrepreneurial failure” show that 40.37, 31.9, 25.98, and 11.75% of respondents think they lack financial support, business skills, ability, and understanding of policies and laws, respectively. The QS results of “What factors influence entrepreneurial values?” reveal that 39.43% of the respondents chose the “Models of successful entrepreneurs,” successful entrepreneur models can effectively encourage students to receive entrepreneurship education, followed by 28.94% who choose “Achieve their own life goals.” In terms of “Solutions against entrepreneurial risks,” nearly 70% of the students have chosen the negative options. In terms of “Which is the most important entrepreneurial quality?” more students choose entrepreneurial values rather than entrepreneurial quality, proving that students generally lack entrepreneurial values. Given these problems, corresponding countermeasures are put forward to strengthen entrepreneurial psychology and entrepreneurship education, in an attempt to cultivate college students’ entrepreneurial values and entrepreneurial ability under the new media. The results provide some data support for the impact of college students’ entrepreneurial values and entrepreneurial ability.

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

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