Extensive Reading In Relation To Lexical Knowledge & Reading Fluency: Evidence from Iranian EFL Learners

2011 ◽  
Vol 1 (3) ◽  
Author(s):  
Sima Modirkhamene ◽  
Feridon Gowrki
Keyword(s):  
Reading Fluency ◽  
Extensive Reading ◽  
Lexical Knowledge ◽  
Efl Learners

scholarly journals An Analysis of Japanese EFL Learners’ Lexical Network Changes

2021 ◽  
Vol 5 ◽  
Author(s):  
Noriko Aotani ◽  
Shin’ya Takahashi
Keyword(s):  
Word Association ◽  
Lexical Representation ◽  
Extensive Reading ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Task Control ◽  
Reading Material ◽  
Before And After ◽  
Restructuring Process ◽  
Von Mises

In order to compare Japanese EFL learners’ lexical knowledge before and after undertaking extensive reading tasks, this study picked up eight words from the reading material and investigated how learners’ perceived relationship between these words changed during the task. Data were collected from 58 Japanese EFL learners who were divided into three groups, each of which was given the same reading material but with different tasks (translation task, multiple-choice question task, and no task (control)). Participants judged the degree of relationship between target words twice, before and after the assigned task. The results revealed that participants in the translation task group tended to find the relationships between the words more easily than the participants in other groups, and they were also more aware of changes in their own ability to recognize word association. In addition, the authors also analyzed the data by using AMISESCAL (Asymmetric von Mises Scaling), a statistical model that visualizes asymmetric relations among elements on a two-dimensional map. Visualization of learners’ lexical network threw some light on the restructuring process of how words were interconnected in their lexical representation.

scholarly journals Exploring EFL university learners’ acquisition of advanced reading skills in the Yemeni context

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Waleed Mohammed A. Ahmed
Keyword(s):  
Academic Performance ◽  
Reading Fluency ◽  
Reading Skills ◽  
Group Discussion ◽  
Reading Difficulties ◽  
Future Research ◽  
Extensive Reading ◽  
Performance Achievement ◽  
Efl Learners ◽  
Effective Reading Strategies

Reading is an essential language skill for enhancing learners’ performance at various levels of study. However, EFL learners at the tertiary level encounter reading difficulties, particularly in acquiring advanced reading skills, which have affected their reading comprehension and resulted in low academic performance achievement. This is probably attributed to various factors, including learners’ lack of effective reading strategies. A study that exclusively explores reading difficulties encountered by EFL university learners, reasons for the difficulties, and strategies adopted to overcome the difficulties and develop advanced reading skills seem to be scarce in the literature. Therefore, the main purpose of this study was to explore the acquisition process of advanced reading skills in EFL tertiary context at a private university in Yemen from learners’ perspective. The study adopted a qualitative approach to gather data from EFL tertiary learners through a focus group discussion. The data were analyzed manually using the indexing approach. Findings revealed that learners face reading difficulties such as inference making, getting the gist of the text, and managing the reading tasks. These difficulties were attributed to linguistic and non-linguistic reasons, and metacognitive, cognitive, and social-affective strategies were used in reading. The study recommends engaging EFL learners in intensive and extensive reading to help them apply the strategies they learn and develop advanced reading skills and better academic performance. Future research studies may focus on strategies for reading fluency.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

Kodifikasia ◽  
2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Dhinuk Puspita Kirana
Keyword(s):  
Language Proficiency ◽  
Time Allocation ◽  
Native Speakers ◽  
Cultural Knowledge ◽  
Extensive Reading ◽  
Authentic Materials ◽  
Efl Learners ◽  
The Real ◽  
English Usage ◽  
Main Activity

It is widely believed that English Foreign Language (EFL) learners need todevelop their language proficiency by getting so much input. Moreover, studentsneed to be familiarized with the real English usage where real forms ofcommunication and cultural knowledge are crucially exposed. Teaching throughauthentic materials will make the learners feel that they are learning a reallanguage which is used by the real native speakers for real communication.incorporating authentic materials helps students acquire an effectivecommunicative competence in the language focus. The research intended todescribe the implementation of authentic materials in extensive reading class, theproblems arise and the students’ responses toward the authentic materials inextensive reading class. The design of the research was Descriptive Qualitativemethod and the research subject was the lecturer of Extensive Reading class and33 students in B class of the fourth semester of STAIN Ponorogo who tookExtensive Reading subject. The instruments used were in the form of observationsheet, interview guideline and questionnaire. The implementation of authenticmaterials in extensive reading class covered some procedures into three mainphases namely (1) Pre-Activity, (2) Main-Activity and (3) Post-Activity. Theactivities in main activity are as follows: (a) Pre-Activity; (b) Whilst-Activity; and(3) The language focus stage. There were problems arose during theimplementation in terms of complicated planning, more time allocation and somedisinterested students. Finally, the students showed significantly positive attitudetoward the implementation of authentic materials in extensive reading class.

scholarly journals Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Mehdi Nasri
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

scholarly journals An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice

2017 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Syofia Delfi ◽  
Hamidah Yamat
Keyword(s):  
Preliminary Data ◽  
Reading Performance ◽  
Extensive Reading ◽  
Reading Practice ◽  
Efl Learners ◽  
Preliminary Study

Learners’ reading performances are needed to be studied in order to clarify the appropriate context of studies about learners’ extensive reading experiences. This article is based on a preliminary study on “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aimed to answer two questions: (1) How is The Indonesian EFL learners’ reading performance before learning extensive reading? (2) How is The Indonesian EFL learners’ reading TOEFL score for reading section before learning extensive reading? An analysis was conducted for the data on the documents of reading performance and Reading Section of TOEFL score. The result of this study found: (1) The Indonesian EFL learners’ reading performance before learning extensive reading is in the range 66-80 (B) in Reading III for all learners (100%) (2) The Indonesian EFL learners’ TOEFL score for Reading section before learning extensive reading is in the range 51% - 80 %. These preliminary data were needed in order to indentify the learners’ reading performances, therefore, it is expected that the findings are meaningful for the study designed.

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge

2019 ◽  
pp. 2179-2194
Author(s):  
Feng Teng
Keyword(s):  
Teaching Practice ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Low Frequency ◽  
Computer Assisted ◽  
Lexical Knowledge ◽  
New Era ◽  
Efl Learners ◽  
Building Technology ◽  
Vocabulary Building

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).

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