scholarly journals The Impact of Reading Strategy Use on EFL College Students

2019 ◽  
Vol 7 (4) ◽  
Keyword(s):  
College Students ◽  
Reading Strategy ◽  
Strategy Use ◽  
Efl College Students ◽  
The Impact

scholarly journals The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students

2020 ◽  
Vol 3 (1) ◽  
pp. 30-49
Author(s):  
Mi Pham Kieu Phan
Keyword(s):  
College Students ◽  
Reading Strategy ◽  
Strategy Use ◽  
Academic Learning ◽  
Control Group ◽  
Note Taking ◽  
Structured Interviews ◽  
Self Regulated Learning ◽  
School Time ◽  
Efl College Students

Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students’ changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measuring their awareness level of reading strategy use. Nineteen out of the experimental participants individually attended semi-structured interviews, exploring their perceptions of the effect of MNT use while reading. The tests’ results demonstrated that there were significant differences in their recognition of reading strategy use in both conditions. The qualitative findings reported on positive perceptions of the MNT application during reading sessions. Also, the participants showed some difficulties in the application of MNT. This study potentially provides an effective and innovative educational tool to enhance students’ academic learning and their lifelong learning as well.

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’ knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students’ improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student’s comprehension of meaning and determining students’ 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’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 L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

2018 ◽  
Vol 9 (5) ◽  
pp. 147-155
Author(s):  
Yuan Xin ◽  
Fauziah Bt Ismail ◽  
Azian Bt Abd Aziz@Ahmad
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
L2 Reading ◽  
Chinese College Students ◽  
Academic Reading ◽  
Factors Influencing ◽  
L2 Learners ◽  
L1 And L2

Abstract With the fast increasing number of second language (L2) learners in universities, the ability to read L2 academic texts has become one of the most important skills that L2 college students need to acquire. However, L2 learners still face various problems and difficulties in their L2 reading and past literature suggests that reading strategies have proven to be effective in enhancing L2 reading. Therefore, it is of great significance to examine the factors influencing L2 reading strategies use. Among factors influencing L2 reading strategy use, L1 reading strategies have been identified as a significant influence. However, few studies in this regard have looked into college students in mainland China which has a large number of L2 learners. This study aimed to seek the connection between first language (L1) and L2 metacognitive reading strategies by comparing and contrasting mainland China college students’ metacognitive strategy patterns in their L1 and L2 academic reading. The study also explored factors influencing Chinese college students’ L2 reading strategy use. The study conducted a survey on reading strategies (SORS), think aloud protocol (TAP) and stimulated recall interviews (SRI) to explore the research issues. The study found that Chinese college students employed strategies on a more frequent basis in their L2 academic reading as compared to their L1 academic reading. Two factors, namely, limited L2 proficiency (LLP) and test-oriented reading approach (TORA) were identified as the major factors influencing the L2 metacognitive strategy patterns of Chinese college students. The present study adds to the existing knowledge on the relationship between L1 and L2 reading strategy patterns for Chinese college students and examines factors shaping their L2 reading strategy use. This study assists English language teachers to identify factors influencing Chinese college students’ reading strategies patterns while taking into consideration of the factors influencing their L2 strategy use.

scholarly journals Harnessing Text Structure Strategy for Reading Expository and Medical Texts among EFL College Students

2020 ◽  
Vol 9 (5) ◽  
pp. 36
Author(s):  
Shu-hua Wu ◽  
Sulaiman Alrabah
Keyword(s):  
College Students ◽  
Text Structure ◽  
Expository Texts ◽  
Medical Texts ◽  
Group Discussions ◽  
Text Structures ◽  
Group Interviews ◽  
Efl College Students ◽  
Recurrent Patterns ◽  
The Impact

This classroom-based study was conducted in Kuwait to investigate the impact of text structure strategy (TSS) instruction on the ways in which 54 English as a foreign language (EFL) college students approached expository and medical texts. Data collection involved two surveys, fieldnotes, class observations, and group interviews. A system of codes and categories was developed from the recurrent patterns and commonalities in the interview data and classroom observations. Two surveys were distributed in 2 intervals, 8 weeks apart, which focused on identifying text structure strategies such as introducing the concept of text structures, asking guided questions, identifying signaling words, and using graphic organizers, as well as the extent to which the participants applied text structure strategies to approach expository medical texts. Data analysis involved using the Microsoft Excel program to generate two tables and descriptive statistics including the means, standard deviations and percentages of the results of the two surveys. Findings indicated that the participants benefited from TSS instruction in strategies that involved group discussions rather than strategies that relied on individual class work. Moreover, a large percentage of the participants applied most of what they learned in analyzing expository texts into reading medical texts. Implications were drawn for EFL teachers to conduct action research studies on text structure strategy for EFL learners and to apply TSS instruction in class in group and pair work which are suitable for EFL leaners. Finally, EFL researchers were invited to conduct classroom-based studies of TSS instruction. 

scholarly journals Impact of Intensive Reading Strategy on English for Specific Purposes College Students' in Developing Vocabulary

2019 ◽  
Author(s):  
Edhah Numan Khazaal
Keyword(s):  
College Students ◽  
Positive Impact ◽  
Arabic Language ◽  
Reading Strategy ◽  
English For Specific Purposes ◽  
Control Group ◽  
Political Sciences ◽  
Intensive Reading ◽  
The Impact ◽  
Experimental Group

The study aims to find out the impact of intensive reading strategy on English for specific purposes college students' in developing vocabulary. To achieve the aim of the study, 40 ESP College students were randomly chosen from the college of political sciences at A-Nahrain University in Iraq, the participants were in the second grade during the academic year 2017-2018. Two groups were enrolled in this experiment, 20 ESP students in the experimental group and the same number in the control group. To determine if the intensive reading strategy had an impact on ESP student's in developing vocabulary, a pre-posttest was administered for both groups. The control group was treated by the traditional way of teaching vocabulary through translating the words in Arabic language and memorizing them with the help of the teacher, while the experimental group was treated by using intensive reading strategy for about ten weeks. The chosen texts were taken from (New Head way Pre-intermediate student's book). Fill in the blank exercises had been chosen in the pre-posttest which consist of 50 items for each, the test was administered by the researcher. Based on the findings of this research, it was found that the new strategy has a positive impact on ESP College students' in mastering vocabulary that was proven from the improvement of students’ mean score from pretest to posttest. Based on the results gained; it is recommended that intensive reading strategy can play a great role in mastering vocabulary.

scholarly journals THE IMPACT OF DIRECT AND INDIRECT FEEDBACK ON IDIOM TRANSLATING SKILL OF IRANIAN EFL COLLEGE STUDENTS

2018 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Vahid Edalati Bazzaz ◽  
Shahrbanoo Mohammadi ◽  
Nafiseh Bagherzadeh
Keyword(s):  
College Students ◽  
University Students ◽  
Feedback Group ◽  
Short Text ◽  
Post Test ◽  
Indirect Feedback ◽  
Efl College Students ◽  
Direct Feedback ◽  
The Impact ◽  
Correct Translation

The study examines the effectiveness and efficacy of teachers direct vs. indirect feedback on students' idiom translating skill. To this end, 23Iranian university students from two intact classes were randomly assigned to two experimental groups: Direct feedback group in which the teacher located and gave the correct translation of idiom and indirect feedback group in which the teacher only noted the number of wrong translations of idioms. The study lasted 10 weeks in the course of which the participants had to translate a short text from “Idioms and Metaphorical Expressions in Translation” by “Ghaffar Tajalli”. The study included a pre-test, a treatment for experimental groups, and a post-test to see whether or not the treatment had been effective. The statistical analyses indicated direct feedback group significantly outperformed indirect one in terms of accurate use of translation of idioms. So, the results can provide some useful insights into syllabus design and translating skill.  

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