Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level

The study investigated the impact of the affordance of computer assisted language learning (CALL) and mobile assisted language learning (MALL) on EFL reading comprehension at tertiary level. Pre-formed intact groups were used to conduct this quasi-experimental study. It used a pretest and post-test control group design. The participants were 122 first year university students. Computer-based reading comprehension exercises were used as intervention that lasted for six weeks. Vocabulary was pre-taught through WhatsApp. Post-test results of the reading comprehension achievement test revealed that the treatment group outperformed their counterparts in the control group. The results indicate the significance of technology incorporation in language learning process. The study shows the effective use of technology in EFL reading instruction. It works best when integrated in the instructional scheme. Results of the study also suggest that freely available technological resources can be used to create a conducive reading environment. The study needs to be replicated with bigger sample and longer period of intervention for more accurate results.

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The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

International Journal of Language Education ◽

10.26858/ijole.v4i2.12150 ◽

2020 ◽

Vol 4 (2) ◽

pp. 150

Author(s):

Farzana Sharmin Pamela Islam

Keyword(s):

Language Learning ◽

Academic Writing ◽

Teaching And Learning ◽

English Language ◽

Capital City ◽

Tertiary Level ◽

Language Classroom ◽

The Difference ◽

The Government ◽

The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to an open ended question as to their comparative experience of learning lessons with and without multimedia facilities; and secondly, through observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

American Journal of Economics and Business Management ◽

10.31150/ajebm.vol1.iss3.29 ◽

2018 ◽

Vol 1 (3) ◽

pp. 26-37

Author(s):

Rana Wijaya ◽

M.Ihsan Dacholfany

Keyword(s):

High School ◽

Reading Comprehension ◽

Language Learning ◽

Learning Process ◽

Quantitative Research ◽

Senior High School ◽

Second Grade ◽

Control Group ◽

Significance Level ◽

Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process. The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text. Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School Kartikatama Metro.

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The Effects of Oral or Silent Reading to Reading Comprehension for Beginners in Korean Language Learning

Teaching Korean as a Foreign Language ◽

10.21716/tkfl.56.3 ◽

2020 ◽

Vol 56 ◽

pp. 51-78

Author(s):

Hyunjin Kim

Keyword(s):

Reading Comprehension ◽

Language Learning ◽

Silent Reading ◽

Korean Language

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DESIGNING COMMUNITY LANGUAGE LEARNING METHOD BASED CLASSROOM ACTIVITIES USING ELEARNING RESOURCES TO TEACH LISTENING SKILLS AT THE TERTIARY LEVEL

Kongunadu Research Journal ◽

10.26524/krj276 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1-7

Author(s):

Sujatha P ◽

Thippu Sulthan H

Keyword(s):

Language Learning ◽

Tertiary Level ◽

Learning Method ◽

Listening Skills ◽

Learning Materials ◽

Classroom Activities ◽

Current Scenario ◽

E Learning ◽

Community Language

In the current scenario, English plays an inevitable role in all the fields. The learners and teachers of this language understood the need of it and have taken certain steps to learn/teach language effectively using different methods to meet the needs of the society. Only recently, after the outlook of ELT scholars moved towards a blend of methods to suit the unique needs of a particular class and students during the post methods era, This paper is an attempt to design classroom activities based on CLL using E-learning materials to teach listening skills.

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The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2017.7.3.4 ◽

2017 ◽

Vol 7 (3) ◽

pp. 419-442

Author(s):

Anja K. Steinlen

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Primary School ◽

Language Learning ◽

Foreign Language Learning ◽

Minority Language ◽

Vital Role ◽

Language Background ◽

English Grammar ◽

Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

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Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes

BELTA Journal ◽

10.36832/beltaj.2021.0501.01 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1-12

Author(s):

S. M. Sanzana Rahman ◽

Lubaba Sanjana

Keyword(s):

Language Learning ◽

Diffusion Of Innovations ◽

Private University ◽

Computer Assisted ◽

Tertiary Level ◽

Computer Assisted Language Learning ◽

Academic English ◽

Mixed Methods Approach ◽

Attitudes And Perceptions

Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods approach to collect data from 105 tertiary level students who are taking EAP courses in a private university. The findings suggest that the participants have strong positive attitude towards the use of different features of Google Classroom due to the availability of training and technological tools. This study is crucial for understanding the importance of using instructional technology (IT) in reshaping English teaching practices in Bangladesh.

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STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

Englisia Journal ◽

10.22373/ej.v1i1.136 ◽

2013 ◽

Vol 1 (1) ◽

Author(s):

Khairil Razali ◽

Irhami Razali

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Language Learning ◽

Vocabulary Acquisition ◽

Large Vocabulary ◽

Written Text ◽

Written Texts ◽

L2 Learners ◽

Basic Ideas ◽

Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

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The using of readutainment as e-learning to improve students’ reading comprehension skill

MATEC Web of Conferences ◽

10.1051/matecconf/201815403007 ◽

2018 ◽

Vol 154 ◽

pp. 03007

Author(s):

Nina Dwiastuty ◽

Susilawati ◽

Muhammad Sulhan

Keyword(s):

Reading Comprehension ◽

Language Learning ◽

Random Sampling ◽

Language Teachers ◽

Average Score ◽

Vocational Students ◽

Comprehension Skill ◽

Life Styles ◽

Cognitive Levels ◽

E Learning

Technology grows and has changed life styles in many aspects. It offers simplicity and practicality to human to switch the life easier from traditional to modern creativity. In the education context, the use of e-learning as a product of technology in the language learning is inevitable and has made language teachers find new teaching strategies. This action research aims to prove whether the innovation of Readutainment application as e-learning enables students to improve their reading comprehension skill. This application usage is to facilitate students to comprehend. English texts. The research object were private vocational students of grade XI taken from 6 of 12 vocational schools in the districts of Singaparna and Leuwisari, West Java. It uses a purposive random sampling by considering that all students are homogeneous in their cognitive levels. The method of this research is qualitative action based on students’ studying in the cloud classrooms in two cycle designs. The result shows that the use of Readutainment can improve students’ ability to comprehend English texts. It is proven that after being treated by using the Readutainment in two cycles, the average score increases from 68 to 70 in the first cycle and 75 in the second cycle.

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