scholarly journals Meta-Analysis of the Effects of Traditional versus Technology-based Instruction on Reading Comprehension of EFL Students

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Sami Alsuwat ◽  
Jamaal Rashad Young
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Reading Instruction ◽  
Effect Size ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Exclusion Process ◽  
Strategy Instruction ◽  
Efl Students ◽  
Based Instruction

Reading is an essential skill for language acquisition, especially for learners of English as a Foreign Language (EFL). Reading comprehension is essential for academic success, thus teachers and researchers are consistently testing new strategies and resources to assist EFL students. Given the growing technological infrastructure many schools are forgoing traditional strategies for digital reading resources. Thus, the purpose of this meta-analysis investigates the effects of using strategy instruction versus technology-based instruction on the reading comprehension of EFL learners. A Meta-analysis of 17 studies (20 effect sizes) published between the years 2007 and 2016 was conducted. A three level inclusion and exclusion process was used to select studies based on the a priori criteria. The overall combined effect size for traditional strategies and technology-based strategies was (d=1.176), which is considered a large effect size. The findings of the moderator analysis suggest that the use of traditional reading strategy instruction or technology-based reading instruction is equally effective for supporting the reading comprehension of EFL students. Recommendations for enhanced teaching and learning are provided to support EFL student reading comprehension.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals TEACHERS’ PERCEPTIONS OF SCAFFOLDING EFL STUDENTS’ READING COMPREHENSION AT HIGH SCHOOLS IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Chau Ngoc Tran ◽  
Huan Buu Nguyen
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Academic Success ◽  
Language Learning ◽  
Reading Instruction ◽  
Mekong Delta ◽  
Learning Context ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Students

Scaffolding has held great appeal for teachers of English as a foreign language (EFL) and scholars in helping students take greater responsibility or ownership in their language learning and reach academic success. However, little is known about how teachers perceived this type of support as improving students’ reading comprehension in English within the teaching and learning context in Vietnam high schools. This paper therefore reports a descriptive study that explored teachers’ perceptions of scaffolding EFL students’ reading comprehension at high schools in the Mekong Delta, Vietnam. Questionnaires and semi-structured interviews were employed to collect data from seventy-nine high school teachers. The findings provide insightful views into teachers’ perceptions about scaffolding students’ reading comprehension. The findings also reveal how teachers experienced varying degrees of their perceptions of scaffolding and challenges while delivering their scaffolding practices in reading instruction. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0890/a.php" alt="Hit counter" /></p>

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

scholarly journals A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

2017 ◽  
Vol 5 (3) ◽  
pp. 53 ◽  
Author(s):  
Faysal Özdas ◽  
Veli Batdi
Keyword(s):  
Academic Success ◽  
Creative Writing ◽  
Effect Size ◽  
Creative Thinking ◽  
High Reliability ◽  
Meta Analysis ◽  
Analytic Study ◽  
Inclusion Criteria ◽  
Learning Retention ◽  
Fail Safe

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.

A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

1995 ◽  
Vol 13 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Roger Azevedo ◽  
Robert M. Bernard
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Empirical Support ◽  
Computerized Instruction ◽  
Feedback Information ◽  
Effective Feedback ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Effects Of Feedback

A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction, empirical support for particular types of feedback information has been inconsistent and contradictory. Effect size calculations from twenty-two studies involving the administration of immediate achievement posttests resulted in a weighted mean effect size of .80. Also, a mean weighted effect size of .35 was obtained from nine studies involving delayed posttest administration. Feedback effects on learning and retention were found to vary with CBI typology, format of unit content and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategies of computer-based adaptive instructional systems provide the most effective feedback. The implementation of effective feedback in computerized instruction involves the computer's ability to verify the correctness of the learner's answer and the underlying causes of error.

The effectiveness of the loci method as a mnemonic device: Meta-analysis

2021 ◽  
pp. 174702182199345
Author(s):  
Conal Twomey ◽  
Meike Kroneisen
Keyword(s):  
Academic Success ◽  
Effect Size ◽  
Random Sequence ◽  
Meta Analysis ◽  
Allocation Concealment ◽  
Medium Effect ◽  
Mnemonic Device ◽  
Random Sequence Generation ◽  
Randomised Controlled ◽  
The Impact

The “loci method” is a popular mnemonic device that involves visualising and recalling items at specific points along a familiar route. The loci method has been used for thousands of years, and by many successful memory athletes; yet there have been relatively few educational and clinical applications, possibly owing to empirical uncertainty. The current meta-analysis of 13 randomised controlled trials (RCTs) mostly based in university settings demonstrated the effectiveness of the loci method as a mnemonic device, with a medium effect size ( g = 0.65, 95% confidence interval [CI] = [0.45, 0.85]; I2 = 45.5%). The effect size remained at similar levels in further analyses adjusting for publication bias, the impact of removing each study, setting, control conditions, outliers, and number of loci method sessions. High risk of experimental bias was indicated, however, as the vast majority of studies did not report procedures to minimise biases relating to random sequence generation and allocation concealment. Overall, this meta-analysis of predominantly university-based RCTs has provided good initial support for the loci method as a mnemonic device and this may encourage future investigations and applications, particularly in educational settings, where it has the potential to improve recall of information relevant to academic success.

scholarly journals Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 98
Author(s):  
Elismawati Elismawati ◽  
Hidayat Al Azmi ◽  
Hadeli Hadeli ◽  
Zulyusri Zulyusri ◽  
Ahmad Syukri
Keyword(s):  
High School ◽  
Junior High School ◽  
Effect Size ◽  
Educational Level ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Analysis Study ◽  
English Teaching

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills. 

scholarly journals IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONCEPT ORIENTED READING INSTRUCTION

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Restu Januarty
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Post Test ◽  
Independent Variable ◽  
Main Ideas ◽  
Inferential Comprehension ◽  
Essay Test ◽  
Academic Year ◽  
Literal Comprehension

The objcetive of this research aimed to improve the students reading comprehension at the level of literal and inferential comprehension. This research was a pre-experimental research, which employed one-group pretest-posttest. This research was conducted through three steps of process: pre-test, treatment and post-test to investigate the improvement of the student’s reading comprehension through the implementation of CORI. Pretest was done to measure the students reading comprehension before conducting the treatment. The treatment, which was the teaching and learning process, was conducted in four meetings in which CORI was applied as method to improve the students reading comprehension. After the treatment, post-test was done to measure the students reading comprehension after the implementation of CORI. Location of this research is the seventh Grade students of SMP Negeri 7 Masamba, at academic year 2015/2016. The total numbers of subjects were 41 students, which were divided into 2 classrooms VII A and VII B. There is two variables of this research; the use of CORI as the independent variable and reading comprehension is the dependent variable. In this research, reading comprehension test was the instruments to collect the data related to the student’s reading comprehension at the level of literal and inferential comprehension. The test consisted of multiple choices to assess the student’s literal comprehension and essay test to measure the student’s inferential comprehension. In testing the hypothesis, t-test was employed. The calculation was done by using SPSS v.20. In summary, CORI improved the student’s ability to understand and identify the explicitly or directly state the information given in the text; for example, the characters of the story, their traits, place and time where the story taken place, main ideas, details, cause and effect and sequences in the text. Following the improvement of the student’s literal comprehension, the student’s inferential comprehension was also improved.

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