scholarly journals The effects of reading strategy instruction and reading portfolios on English reading proficiency and the attitude of Korean high school students

2011 ◽  
Vol 23 (3) ◽  
pp. 127-149
Author(s):  
박효진 ◽  
EunJooLee
Keyword(s):  
High School ◽  
High School Students ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
School Students ◽  
Reading Strategy Instruction ◽  
English Reading

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study

2018 ◽  
Vol 9 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Ying-Chun Shih ◽  
Barry Lee Reynolds
Keyword(s):  
Goal Setting ◽  
Intervention Group ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
Future Research ◽  
Reading Strategy Instruction ◽  
English Reading ◽  
Dynamic Action ◽  
Static Action

AbstractAn English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

scholarly journals FEATURES OF MODERN ENGLISH READING OF HIGH SCHOOL STUDENTS BY MEANS OF INNOVATIVE TECHNOLOGIES

2021 ◽  
pp. 69-77
Author(s):  
I. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Necessary Condition ◽  
School Students ◽  
Innovative Technologies ◽  
English Reading ◽  
Linguistic Activity

The article highlights the importance of English reading as a type of linguistic activity that has great cognitive value and actually implements communicative, educational, and developmental function for high school students, and at the same time, considers the specifics of usage of innovative technologies as modern tools for English reading and learning a foreign language in general, as well as the suitability of using innovative technologies in the process of learning foreign languages at schools for high school students. There are many new methods of teaching English, and a necessary condition for choosing a particular method of teaching that is suitable for both teacher and student - knowledge of innovative learning technologies. Innovative technologies have become an integral part of a holistic educational process and can increase its effectiveness, as they affect the student's consciousness, feelings and will, form a creative personality that is able to effectively apply the acquired knowledge, skills and abilities in practice in any sphere of public life. English reading is a type of linguistic activity that allows not to imitate, but to reproduce one of the forms of real communication in English. With the help of reading in a foreign language, students get acquainted with the world of their foreign peers, with songs, poetry and fairy tales, available samples of children's fiction of the country whose language is studied. Looking at the process of reading from a psychological point of view, we can say that the process of perception and understanding of the text is directly related to thinking and memory. When a student perceives a text, he identifies the most important links in it and synthesizes them into a single whole. At the same time, memory helps logical and technical thinking. The main principles of integration of innovative technologies in the process of learning English are: movement from whole to separate, student-centred classes, purposefulness and relevance of classes, their focus on achieving social interaction facilitated by teacher’s faith in their students' success, language integration and language acquisition using knowledge from other fields of science. As a result of the use of innovative technologies, an information-rich educational process is created.

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