scholarly journals The Effect of multimedia glosses on L2 reading comprehension and vocabulary production

2014 ◽  
Vol 1 (1) ◽  
pp. 01-07
Author(s):  
Abbas Ali Zarei ◽  
Pershang Mahmoodzadeh
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Comparison Group ◽  
Female Students ◽  
L2 Reading ◽  
Data Analyses ◽  
Treatment Data ◽  
L2 Reading Comprehension ◽  
One Way Anova ◽  
Better Than

The present study was conducted to investigate the effect of different multimedia glosses on reading comprehension and vocabulary production. To this end, 65 female students of a high school in Qazvin, Iran were selected for the treatment. They consisted of four groups, one comparison group and three multimedia gloss groups. Glossed groups included pictorial gloss group, textual gloss group, and textual-pictorial group.  They were given a pre-test before the treatment and two post-tests of vocabulary production and reading comprehension at the end of the treatment. Data were analyzed using One-Way ANOVA procedure. The results of the data analyses indicated that multimedia glosses performed better than the comparison group on vocabulary production, and there was no difference among three glossed groups. Moreover, for reading comprehension no significant differences were found among the groups.

scholarly journals Using Tasks as a Pre-reading Procedure to Enhance L2 Reading Comprehension of Narrative Texts

Letrônica ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. e38492
Author(s):  
Dionatan Bastos Cardozo ◽  
Lêda Maria Braga Tomitch
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Empirical Study ◽  
Treatment Condition ◽  
Public High School ◽  
Narrative Texts ◽  
L2 Reading ◽  
L2 Reading Comprehension ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Based on the assumption that preparing the reader before reading can foster reading comprehension, this research presents an empirical study in which the effects of pre-reading tasks on reading comprehension of narrative texts in English as a second language2 (L2) were investigated. Nine participants from a public high school took part in this investigation and to collect data, two Reading Comprehension Tests were fulfilled by participants right after reading each text. As stimuli, two narrative texts were selected. In the treatment condition, participants were exposed to the pre-reading tasks proposed by Willis and Willis (2011), which were adapted to fit the context of this research, prior to reading one of the narrative texts. In the control condition, the second text received a glossary at the end of the passage. The results provided evidence that pre-reading tasks are able to foster the reading comprehension of narrative texts in L2, since participants’ performance was higher in the treatment condition, endorsing previous research on reading. Furthermore, the results also go in line with Willis and Willis’ claim that pre-reading tasks are beneficial for reading comprehension of narrative texts.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

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