scholarly journals Learners’ success and self-esteem in foreign language reading comprehension

2020 ◽  
Vol 15 (3) ◽  
pp. 109-119
Author(s):  
Eva Stranovska ◽  
◽  
Zdenka Gadusova ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Slovak Republic ◽  
Self Esteem ◽  
Subjective Perception ◽  
Self Image ◽  
Foreign Language Reading ◽  
Comprehension Skills ◽  
Real Self ◽  
Reading Comprehension Skills

Demands for a high-level development of foreign language reading comprehension skills and competences are now escalating and processing of foreign language text information is a matter of course. Pupils and teachers are faced with the need to work with textual information in more complicated ways, in which self-esteem plays an important role. This paper analyses learners’ success of reading comprehension in foreign language and real self-esteem in acquiring those skills. Self-esteem helps to promote language self-confidence, the learner’s level of aspiration, and adjustment to perception of foreign language structure. As long as the learner does not really perceive themselves (real “self”), it is difficult to talk about understanding lexical meanings and their real perception of grammatical structures in the text. The research goal was to find differences in self-esteem and success in foreign language reading comprehension skills with respect to categories of comprehension (specifically: I always understand everything; I have a lot of problems with text understanding; specifically: I experience difficulties with understanding unknown words; problem with understanding long sentences; difficulty with understanding the unfamiliar topic of the text; pictures help me in understanding; guiding questions help me in understanding). The research question was whether the self-image of learners in relation to the skill of foreign language reading comprehension is realistic given their real success in this skill. The research was carried out in the Slovak Republic on a sample of 327 respondents and found differences in subjective perception of understanding and success in reading comprehension skills. The research showed a low real self image of learners especially in categories of global character in respect to the average understanding of foreign language texts.

scholarly journals STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS

2020 ◽  
Vol 74 (4) ◽  
pp. 70-72
Author(s):  
Z. Yeshimbetova ◽  
◽  
Zh. Kulekenova ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Foreign Language Reading ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills

The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

scholarly journals Penggunaan Metode Cooperative Integrated Reading And Composition (CIRC) Untuk Meningkatkan Keterampilan Membaca Pemahaman Bahasa Arab Siswi Kelas VIII Aisyah Semester Genap Di SMP Quran Darul Fattah Bandar Lampung Tahun Pelajaran 2019/2020

An Naba ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 82-93
Author(s):  
Sutikno ◽  
Doni Sastrawan ◽  
Adam Sugiarto ◽  
Diah Asih
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
Study Results ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year

The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year   ABSTRACT Regarding the development of education that continues to change and for the sake of developing education quality, one of the elements that must be considered in the educational curriculum is a foreign language. In Indonesia, Arabic is a foreign language; in keeping with the need, the Arabic language is taught more seriously alongside knowledge teaching. Nevertheless, learning a foreign language (Arabic) is not as easy as learning the mother tongue. Some obstructions must be coped with, such as ashwat science, grammar, and vocabulary. In addition, difficulties also come from students or teachers themselves, learning methods, materials, and teaching facilities. Therefore, the author examines students' reading comprehension skills with the research title “The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year” The type of research employed was Classroom Action Research (CAR). This research was carried out at Darul Fattah Quran Junior High School, Bandar Lampung, in Arabic class VIII subjects in the even semester of the 2019/2020 academic year. The study results revealed that using the Cooperative Integrated Reading and Composition (CIRC) method could enhance students' Arabic reading comprehension skills as evidenced by the mean value obtained in the first cycle of 76.82, categorized as adequate. However, it experienced a slight decrease of 0.30 points, equivalent to 0.39% in the second cycle, to 76.52 categorized as adequate. After that, cycle III underwent a relatively good increase of 4.95 points or equivalent to 6.47% to 81.47, with a sufficient category.   Keywords: CIRC, Reading Comprehension Skill

scholarly journals Listening, Grammar and Reading Comprehension Skills of the Test of English as a Foreign Language: A Correlational Study

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Jimmy Sapoetra
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
School Students ◽  
Comprehension Skills ◽  
Independent Variable ◽  
Reading Comprehension Skills ◽  
Senior High School Students

The article aimed to investigate whether there was a correlation among the language skills and components. The researcher took two language skills and one language component to be part of the research: listening, reading comprehension skills, and grammar mastery. In the research, there were several questions regarding the three variables of listening, reading, and grammar which were focusing on the correlation among the variables. The independent variable was grammar mastery (X) while the independent variables were listening comprehension (Y1) and reading comprehension (Y2). The data collection was taken from the population of Grade X Budi Luhur Senior High School students, Tangerang, with 40 students served as a sample. The research was conducted using the quantitative method with the help of statistical calculation of Pearson Product Moment Correlation to prove whether there was a significant correlation among the three variables. As a result, it is proven that there is no significant correlation between grammar mastery and both listening and reading skills while there is a quite strong correlation between listening and reading skills of the students.

scholarly journals The problem of the authenticity of texts in testing reading comprehension skills during certification exams in Polish as a foreign language

2021 ◽  
Vol 12 ◽  
pp. 285-302
Author(s):  
Anna Burzyńska-Kamieniecka
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
General Concept ◽  
Appropriate Use ◽  
Certification Exams ◽  
Comprehension Skills ◽  
Certification Test ◽  
Reading Comprehension Skills ◽  
Different Sources

The presented article discusses the issue of authenticity in testing Polish as a foreign language through a certificate exam. The pursuit of authenticity can manifest both in the general concept of the exam sheet (in its layout and structure), as well as in tasks testing individual skills. When testing reading comprehension, the authenticity requirement can be met by appropriate use of texts from different sources in the examination tasks. These can be both original texts that were created for purposes other than examination, and prepared texts (written specifically for the certification test by the authors of the tasks).

scholarly journals Paraphrasing Strategy in EFL Ecuadorian B1 Students and Implications on Reading Comprehension

2018 ◽  
Vol 12 (1) ◽  
pp. 56
Author(s):  
Isabel Escudero ◽  
Narcisa Fuertes ◽  
Ligia López
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Comprehension Strategies ◽  
Control Group ◽  
Base Line ◽  
Comprehension Skills ◽  
High Level ◽  
And Control ◽  
Reading Comprehension Skills ◽  
Experimental Group

Reading comprehension in Ecuadorian students has been mostly managed at a literal comprehension level, leaving out inferential and critical comprehension. This is because most of the articles students read require a high level of literacy and a good domain of comprehension strategies. One of these strategies is paraphrasing; therefore, the purpose of this research was to analyze the effects of paraphrasing and its implications on reading comprehension skills in English as a foreign language. This study was developed in B1 students enrolled at the 6th level of English at Linguistics Competence Department at Universidad Nacional de Chimborazo UNACH with a sample of 50 students. A base-line pre-test and a posttest to an experimental and control group were applied. The project implementation took ten sessions and students learned the techniques to effectively paraphrase and the pitfalls they should avoid when applying this strategy. The analysis of T-student test yielded that the experimental group outperformed the control group. The main results showed that once students learn the techniques and correctly apply them, it helped them out to go beyond the literacy level, applying an authentic reading comprehension of the text. Pedagogical implications about paraphrasing and reading comprehension are presented in the discussion.

scholarly journals Science-Based Reading and its Effect on the Development of Reading Comprehension Skills in Teaching Turkish as a Foreign Language

2021 ◽  
Vol 3 (1) ◽  
pp. 19-40
Author(s):  
Ertan Miyanyedi ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Teachers ◽  
Human Beings ◽  
Control Groups ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
And Control ◽  
Reading Comprehension Skills

A language is a living tool that allows people to communicate. Human beings learn a foreign language while preserving their language to maintain their vitality. S/he teaches his/her language on one hand while s/he learns a foreign language. Teaching Turkish as a foreign language needs to be reconsidered in the light of new developments. In this study, while introducing the “science-based reading approach,” the contribution of this approach to students’ reading comprehension skills and its effect on academic achievement were examined. Experimental and control groups were formed, and pre-test and post-test were administered to these groups in this study. Microsoft Excel and SPSS-21 software programs were used in the analysis of the data obtained from the achievement tests. While there was no difference between the experimental and control groups in pre-tests, a significant difference was found in the post-test achievement test of the experimental and control groups in favor of the experimental group. Based on this result, it can be said that the science-based reading approach has a positive effect on students’ reading comprehension skills. It is expected from Turkish language teachers to conduct new researches with different groups to obtain more accurate results and to compare the results.

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