The Development of a Reflective Teaching Model for Reading Comprehension in English Language Teaching

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

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QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING

JL3T ( Journal of Linguistics, Literature and Language Teaching) ◽

10.32505/jl3t.v2i2.17 ◽

2017 ◽

Vol 2 (2) ◽

pp. 101-123

Author(s):

Sa’dulloh Muzammil

Keyword(s):

Reading Comprehension ◽

Reading Strategies ◽

English Language ◽

Language Teaching ◽

Language Skills ◽

English Language Teaching ◽

Alternative Strategy ◽

Teaching Reading

In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.

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Three Attitudes of a Reflective Teacher

Research and Innovation in Language Learning ◽

10.33603/rill.v1i1.1084 ◽

2018 ◽

Vol 1 (1) ◽

pp. 39

Author(s):

Sitti Nurfaidah

Keyword(s):

Preservice Teachers ◽

English Language ◽

Teaching Practice ◽

Teacher Education Program ◽

Language Teaching ◽

Empirical Studies ◽

English Language Teaching ◽

Reflective Teaching ◽

Reflective Teachers ◽

Reflective Teacher

Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility

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Flipped Classroom: A Paradigm Shift in English Language Teaching

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1024.0782s319 ◽

2019 ◽

Vol 8 (2S3) ◽

pp. 136-137

Keyword(s):

Paradigm Shift ◽

Flipped Classroom ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Teaching Model ◽

Language Classroom ◽

Traditional Language ◽

Flipped Classrooms ◽

Pros And Cons

The paper entitled “Flipped Classroom: A Paradigm Shift in English Language Teaching” discusses about the need of flipping the English language classroom. The flipped classroom is a teaching model which is now being flourished around the globe. Implementation of the flipped classroom doesn’t cost much but it demands the instructor to prepare herself with a video lecture before the class. The classroom activity keeps aside the lecturing part and is meant for activities. The paper tries to emphasize the need of implementing flipped classrooms in English language teaching. It elucidates how this language teaching model is different from the traditional language teaching methodologies. It also puts forth the pros and cons of the new teaching model.

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An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge

Actualidades Pedagógicas ◽

10.19052/ap.4101 ◽

2017 ◽

pp. 193-225

Author(s):

Argemiro José Amaya Buelvas

Keyword(s):

Reading Comprehension ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Teaching Program ◽

First Semester ◽

Esl Reading ◽

Reading Activity

This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform’s design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform and its design was significant when bringing up purpose-built learning actions.

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