scholarly journals A Preliminary Analysis of Text Coverage and Extensive Reading of Chinese ESL Learners-- Range Analysis of The Little Prince and Pride and Prejudice

2021 ◽  
Vol 4 (4) ◽  
pp. 56
Author(s):  
Jiayu Zhuo
Keyword(s):  
Pride And Prejudice ◽  
Extensive Reading ◽  
Range Analysis ◽  
English Curriculum ◽  
Reading Material ◽  
Esl Reading ◽  
Language Research ◽  
Reading Materials ◽  
L2 Learners ◽  
Esl Learners

One of the common problems for L2 learners in ESL reading is that the text is either too difficult to understand or too simple to challenge, particularly the extracurricular reading material. The Little Prince and Pride and Prejudice are typically listed in the key reading materials for L2 learners. Contrary to the popularity, a large number of L2 learners find it is hard to complete due to the low text coverage with existing vocabulary. The corpus has become an important language research tool to store language materials according to the specific goals and the way through certain technical means. This paper is going to explore the text coverage of The Little Prince and Pride and Prejudice by range analysis, and comparing with English Curriculum Standards to figure out suitable reading targets of these two materials.

scholarly journals Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Asri Siti Fatimah ◽  
Dian Kardijan ◽  
Fera Sulastri
Keyword(s):  
First Grade ◽  
Learning Activities ◽  
Chronological Order ◽  
Extensive Reading ◽  
Online Journal ◽  
Reading Material ◽  
Reading Materials ◽  
Reading Activities ◽  
Reading Interest

<p>The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.<strong></strong></p>

scholarly journals ACTIVITIES TO ANTICIPATE THE WEAKNESSES OF STUDENTS’ READING MATERIALS FROM INTERNET

Lire Journal ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 153-166
Author(s):  
Maria Eka Mulatsih
Keyword(s):  
English Language ◽  
Negative Impact ◽  
Extensive Reading ◽  
Study Program ◽  
Reading Processes ◽  
The Past ◽  
Reading Material ◽  
Reading Materials ◽  
Education Study ◽  
Language And Education

The shift of the way of reading from printed material into non-printed material (reading from the computer, tablet, and smartphone) happened in the past few years ago. This shift affects students’ learning and reading processes inside or outside the class. Previous researches have shown the negative impact of reading on screen. This article explores students’ reading materials from the internet today in relation to its’ weaknesses when an adaptation of the Extensive Reading procedure was applied in Prose and Book Report classes of English Language and Education Study Program during even semester 2018. Students were free to choose their reading materials which consisted of two short stories and four novels for Prose class, three simplified novels and three original novels for Book Report class. Not surprisingly, most students showed their interest in reading some literary works taken from some internet sources. Knowing the weaknesses of the source is needed so the teachers or lecturers can anticipate the problem that can be caused by reading those materials. It was found that students’ reading material from a certain internet source did not have a good structure of English due to some causes. Further activities for students who chose that source could be done so that students knew the weaknesses and tried to overcome them.

scholarly journals Teacher’s and Students’ Perspectives Regarding the Reading Materials in the Extensive Reading and Writing Class

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 53-62
Author(s):  
Eunike Listyoyanti Suseno ◽  
Henny Putri Saking Wijaya
Keyword(s):  
Quantitative Research ◽  
Future Research ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Christian University ◽  
Reading And Writing ◽  
Reading Material ◽  
Writing Class ◽  
Reading Materials ◽  
Unique Nature

This qualitative study aimed to know the teacher’s and the students’ perspectives regarding the reading materials in the Extensive Reading and Writing (ERW) class. The study used the theory of Extensive Reading Principles by Day and Bamford (2002). The study also tried to draw the similarities and differences between their perspectives. The subjects of the research were 10 students and 1 teacher from ERW class in the English Department of Petra Christian University, Surabaya. Semi structured interviews were used to explore their perspectives toward the reading materials of ER. The findings showed that the teacher and the students had various perspectives regarding the reading materials in ERW class. In conclusion, the provision of reading material was not really in line with the ER principles because of the unique nature of ERW class. For the future research, the writers suggested doing quantitative research with a variety of subjects for more generalizable result. Keywords: extensive reading, implementation, perspectives, students, teachers

Neural deficits in auditory phonological processing in Chinese children with English reading impairment

2015 ◽  
Vol 19 (2) ◽  
pp. 331-346 ◽  
Author(s):  
XIANGZHI MENG ◽  
HANLIN YOU ◽  
MEIXIA SONG ◽  
AMY S. DESROCHES ◽  
ZHENGKE WANG ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Neural Mechanism ◽  
Reading Impairment ◽  
English Reading ◽  
L2 Learners ◽  
L1 And L2 ◽  
Esl Learners

Auditory phonological processing skills are critical for successful reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English impairment across the L1 and L2 learners.

scholarly journals Developing Extensive Reading Materials Using Arabic Story Book Based on Bilingual Parallel Text/ تطوير مواد القراءة الموسعة باللغة العربية في كتاب القصة على أساس نص متواز ثنائي اللغة

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Amin Nasir ◽  
Salamatun Nafi’ah
Keyword(s):  
Research And Development ◽  
Needs Analysis ◽  
Research Needs ◽  
Extensive Reading ◽  
Literature Study ◽  
Student Responses ◽  
Average Value ◽  
Reading Materials ◽  
Parallel Text ◽  
Effectiveness And Efficiency

This research is a research and development on Arabic extensive reading materials using storybooks based on bilingual parallel text. The purposes of this research are to find out the steps in developing Arabic extensive reading materials using storybook based on bilingual parallel text for MA NU Miftahul Falah students and to find out the feasibility of the storybooks and the students responses. This research is a type of research and development. This study uses Richey and Kleins’ model but with some modifications, the stages of this research are: Planning, which is the activity of making a product plan that will be made for a specific purpose. This stage begins with a needs analysis carried out through research and literature study. Production, which is the activity of making products based on the designs that have been made. Evaluation, namely the activity of testing and assessing how high the product has met predetermined specifications. The results of the study, namely the average validity of the storybook that has been developed with all evaluation aspects is 3.49 so it is classified as valid. The evaluation results also show that the product is suitable for use, and the average value of student responses is 84.2 and is in the very good category. Further research needs to be done to determine the effectiveness and efficiency of the product with a wider sample

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 Arabic Learners’ Production of Regular English Past Tense Verbs

2021 ◽  
Vol 13 (6) ◽  
pp. 76
Author(s):  
Baraa A. Rajab
Keyword(s):  
Second Language ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Native Languages ◽  
L1 Transfer ◽  
Obligatory Contour Principle ◽  
Arabic Speakers ◽  
L2 Learners ◽  
Esl Learners ◽  
Abstract Feature

Previous studies show that second language (L2) learners of English sometimes produce the verb with proper past tense inflectional morphology as in help[t] and sometimes repair the cluster, as in helpø or hel[pəd]. Complicating matters, these studies focused on L2 learners whose native languages disallowed codas or had very restricted codas. Thus, it is difficult to tell whether any problems in producing past tense morphology are due to first language L1-transferred coda restrictions, or an inability to acquire the abstract feature of past tense. To rule out native language syllable structure interference, this paper aims to examine the production of the English regular past tense verb by Arabic L1 ESL learners, a language that allows complex codas. The paper also examines the role of a phonological universal, the Obligatory Contour Principle (OCP) that disallows two adjacent similar sounds, and its effect on learners’ production. The data come from twenty-two English as a Second Language (ESL) students at three levels of proficiency. The task was a sentence list eliciting target clusters in past tense contexts that violate manner in OCP: fricative + stop ([st], [ft]) vs. stop + stop ([pt], [kt]). Results show that L1 Arabic speakers have difficulty in producing past tense morphology, even though their L1 allows complex codas. Fricative + stop clusters are repaired (epenthesis/deletion) at a lower rate (low =25.71%, intermediate = 6.6%, high=11.11%) than stop + stop clusters (low=57.14%, intermediate = 40.27%, high=22.91%). The higher rate of repair is clear in stops + stop clusters suggesting that learners abide by phonological universals and prefer not to violate OCP. Finally, proficiency level has an effect on target-like production, as higher-proficiency learners produce past-tense morphology at a higher rate than lower-proficiency learners. Together, these results indicate that L1 transfer is not the only source of difficulty in the production of past tense morphology, and that the abstract feature of tense is problematic, particularly at the early stages of ESL development.

scholarly journals Exploring Personal Reading Histories in Developing Reading Interest of English Study Program Learners of University of Riau

2018 ◽  
Vol 2 (2) ◽  
pp. 205
Author(s):  
Syofia Delfi ◽  
Fangiana Safitri Diah ◽  
Jismulatif Jismulatif
Keyword(s):  
Teacher Training ◽  
Cultural Theory ◽  
Extensive Reading ◽  
Study Program ◽  
Training And Education ◽  
Reading Materials ◽  
Reading Activities ◽  
Reading Interest ◽  
Level 2

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences.   This study aimed to explore:  (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories.  The result of this study found that:  (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.

scholarly journals Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1227-1247
Author(s):  
Mohd Haniff Mohd Tahir ◽  
Dianna Suzieanna Mohamad Shah ◽  
Mohamad Syafiq Ya Shak ◽  
Intan Safinas Mohd Ariff Albakri ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
English Curriculum ◽  
Explicit Approach ◽  
Interview Session ◽  
Eighth Grade Students ◽  
Post Test ◽  
Esl Learners ◽  
The Impact

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. 

scholarly journals Designing the Holistic Evaluation in Teaching Reading/Tasmim al-Taqwim al-Syumuli Fi Ta’lim al-Muthala’ah

2021 ◽  
Vol 5 (1) ◽  
pp. 141
Author(s):  
Rini Rini ◽  
Partomuan Harahap
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Reading Assessment ◽  
Teaching Reading ◽  
Reading Material ◽  
Reading Materials ◽  
Final Exams ◽  
Theory Of Reading ◽  
Good Learning

The purpose of this article is to design the holistic evaluation in teaching reading. Assessment plays an important role in education process. Good evaluation is essential for good education and good learning. The evaluation of reading material is able to depict the faults and advantages of a reading instruction program. Also, students are able to know the level of their ability and absorption of reading materials from the assessment. The research method used is the library method. Assessment is an important part of teaching reading. So far, there are still found some designs of reading assessment which are not integrated and comprehensive, identical to the theory of reading comprehension including literal reading, interpretive reading, critical reading, and creative reading. As a result of this research, the design of the reading assessment is based upon the teaching and learning process (the daily calendar) or the so-called formative evaluation and an evaluation that is based at the end of the lecture in the form of midterm exams and final exams, or what is called a final evaluation. The evaluation design has two types comprising the practice evaluation and the written evaluation.

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