The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

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>

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

scholarly journals ANALYSIS OF READING COMPREHENSION FINAL TEST AT ENGLISH DEPARTMENT OF MUHAMMADIYAH ACEH UNIVERSITY

2020 ◽  
Vol 7 (1) ◽  
pp. 72-85
Author(s):  
Rahmatun Nisa ◽  
Cut Mawar Helmanda
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Main Idea ◽  
Quantitative Approach ◽  
English Department ◽  
Final Test ◽  
Test Set ◽  
Academic Reading ◽  
Test Items ◽  
Intensive Reading

The aim of this study is not only  to analyze the model and the items test set by lecturer of  Reading Comprehension subject but also the ability of students according to the item questions of each final test. This study analyzes the contents taken from the document test and it used descriptive quantitative approach. The gained data derived from three Reading subjects, they are: Intensive Reading Comprehension, Reading Comprehension III dan Academic Reading. The total number of the items from those three subjects is 60 items. The findings revealed that the kind of questions asked by lecturers varied, namely; Multiple Choice, Open-ended Question, Word Matching, and True and False. Based on the those documents the writer found that 6 questions about Main Idea, 16 questions about Vocabulary, 4 about references, 6 questions about inference and 28 questions about details. Then, the results of students' reading ability in answering the items were; main idea:  ​​63.59%, Detail: 76, 92%, Inference: 44,04,  Reference ; 86, 89% and Vocabulary : 73,45 %. From the five aspects students were better to answer questions in the Reference item. The implication of this research is to provide input to examiners and lecturers in giving material and in testing students at the end of the semester and to improve the ability to make test items.

scholarly journals IMPLEMENTING RECIPROCAL TEACHING METHOD IN IMPROVE THE STUDENTS’ READING COMPREHENSION ABILITY

2020 ◽  
Vol 6 (1) ◽  
pp. 96
Author(s):  
Syaiful Islam
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Lesson Plan ◽  
Reciprocal Teaching ◽  
Average Score ◽  
Comprehension Ability ◽  
And Performance ◽  
Teaching Learning ◽  
Academic Year

This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could motivate the students to actively involve during the teaching and learning process. The result of the research showed that the Reciprocal Teaching Method in the teaching-learning of reading comprehension was effective in improving the students’ reading comprehension. The improvement was indicated by the increase of the students’ average score throughout the cycle of action that was 72.63 in the preliminary study; 79.88 in the test of Cycle 1. Besides, students were motivated and active in the class using the method in terms of learning to work together and to help each other in a group with different competence, which was showed by the result of their works.

CALL Course Design for Second Language Learning

2010 ◽  
pp. 88-103
Author(s):  
Abbad Alabbad ◽  
Christina Gitsaki ◽  
Peter White
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
New Technology ◽  
Strong Support ◽  
The Internet ◽  
Control Group ◽  
First Year Students

The study presented in this chapter investigated the impact of computers and the Internet on both the achievement of learners of English as a foreign language (EFL) and their attitudes toward learning EFL. The field study took place at a University in Riyadh, Saudi Arabia, where first year students study English 101, a compulsory English language course. Thirty students were randomly selected to study in an alternative EFL course using computers, the Internet and collaborative activities within a constructivist framework. Another group of 38 students was also randomly selected to be the control group. These students attended English 101 taught using traditional teaching aids and the grammar-translation teaching method. The study was 13 weeks long. The findings of the study indicate a strong positive shift in the subjects’ attitude and motivation toward learning EFL after using the new technology-based approach. As to the subjects’ language achievement, the treatment group outperformed the control group by 30%. These findings provide strong support for the effectiveness of a technology-enhanced learning environment for second language teaching and learning.

scholarly journals THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Rumiri Aruan
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Improvement ◽  
Writing Courses ◽  
Academic Reading ◽  
Good Score

This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses.

scholarly journals Employing Critical Reading Strategy to Promote Students’ High Order Thinking Skills

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Ratri Handayani
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Reading Strategy ◽  
High Order ◽  
Critical Reading ◽  
High Order Thinking

This paper aims to share idea about the use of critical reading to stimulate students’ critical thinking and reading comprehension whether it is for academic purpose or reading for enjoyment, particularly in the foreign language learning. The employment of critical reading will automatically involve students’ high-order thinking Skills. Thus, reading strategies is needed as a way to engage students’ active learning during teaching and learning in a reading class. Later on, the beneficial employment of critical reading can be seen from the students’ writing activity of an article critique or a literature review. Student-centered learning is chosen as the teaching method during the reading class. It is believed that students are willingly to get involve, to be active and to be communicative learners. This article will review some previous studies and theory on the employment of critical reading strategy in promoting students’ high order thinking Skills and its effect toward reading comprehension.

scholarly journals USING THE “DASH” (DUPLICATED ANSWER SHEETS) METHOD IN IMPROVING STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bahrun Amin
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Reading Ability ◽  
Teaching Method ◽  
Student Reading ◽  
Post Test ◽  
Academic Year ◽  
Test Table ◽  
Cluster Random Sampling

This study aims at finding out to what extent DASH method improves students’ reading comprehension and how good the students’ improvement regarding their reading comprehension after taught through DASH method. This study was conducted at SMAN 1 Tanete Rilau, Barru Regency. The study used pre-experimental design involving only one class to observe, out of two hundred-eighty population of eleventh-grade students of IPA-II classes at SMAN-1 Tanete Rilau in academic year 2014/2015. The technique sampling was cluster random sampling. The instruments of collecting data used in this study were multiple choice and essay which were used to measure the students’ comprehension in reading. Based on the data collected from the students showed that the post-test value is higher than pre-test table, so the null hypothesis is rejected. It means there is an influence of “DASH” (Duplicated Answer Sheets) method on student reading ability. So the students have responsibility and feel enjoy the learning process. It means that can “DASH” (Duplicated Answer Sheets) method be used as one of the alternatives to teach reading. Further study is suggested to conduct the investigation of other teaching method or strategy that can be applied by the teacher to encourage their student in reading comprehension.Keywords: DASH Method, Reading Comprehension

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH LEARNING COMMUNITY UNDER CONTEXTUAL TEACHING AND LEARNING APPROACH (An Experimental Study at the Second Year of SMA Negeri 2 Bandar Baru)

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Mustakim Sagita
Keyword(s):  
Reading Comprehension ◽  
Learning Community ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Language Skills ◽  
Collaborative Action Research ◽  
Narrative Text ◽  
Learning Approach ◽  
Collaborative Action ◽  
Second Year

Reading is a part of language skills that needs to be increased by the students. Learning Community is used. It invites the students to read, think, predict, and prove each paragraph in narrative text. It employs collaborative Action Research and subjects of the research are 27 students. The criteria of success including: students are active and happy, the students’ reading ability improves, and 80% students can achieve the passing grade of the reading comprehension in English lesson that is 75. The finding indicates that CTL Strategy could improve the students’ ability in reading comprehension of narrative text. Key Words: CTL, Learning Community (LC), reading comprehension, narrative text.

scholarly journals Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

2019 ◽  
Vol 7 (1) ◽  
pp. 15-26
Author(s):  
Victor C Eze ◽  
Stellamaris Oluchi Ejiofor
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Chinese Government ◽  
Adequate Knowledge ◽  
Chinese Studies ◽  
Language Courses ◽  
Theory Of Reading ◽  
The Government

Several Chinese language teaching and learning centres are being established in Nigeria and around the world. There are Chinese government-funded institutions such as the Confucius Institutes in addition to Chinese language courses being taught through universities, colleges, private institutions as well as individual tutoring services. Learning a second language involves physical, intellectual and emotional commitment in order to successfully understand and interpret linguistic messages. However, certain problems could hinder understanding while learning a second language like Mandarin (Chinese Language). This study investigated the problems of reading comprehension in learning Chinese as a second language in Nigeria among students of Chinese Studies Department in Nnamdi Azikiwe University, Awka. Schemata theory of reading comprehension was employed as the theoretical framework of this research. The study surveyed fifty (50) Chinese Studies students by administering copies of questionnaire on them. Findings of this study revealed that the major problems students face in the study of Chinese language as foreign language are lack of adequate knowledge of Chinese vocabularies, reading stress and anxiety, wrong reading habits and lack of adequate infrastructures for reading. This study suggests that the government, the university authorities and language schools should provide adequate reading facilities to aid proper reading comprehension. Also, the language students should be counselled in order to diagnose their reading problems for appropriate solution.

Sign in / Sign up

Export Citation Format

Share Document