scholarly journals THE EFFECTS OF SUMMARIZING USING INFOGRAPHICS ON EFL LEARNERS’ READING COMPREHENSION.

2020 ◽  
Vol 9 (2) ◽  
pp. 128
Author(s):  
Dyah Supraba Lastari ◽  
Rini Silvana
Keyword(s):  
Reading Comprehension ◽  
Pedagogical Intervention ◽  
Efl Learners ◽  
English Reading ◽  
Positive Attitudes ◽  
Assigned Reading ◽  
Technological Tools ◽  
Reading Activities ◽  
Comprehension Tests

The purpose of this paper is to describe EFL learners’ experiences while using infographics  in a reading class. The pedagogical intervention, based on the use of infographic application (Canva) as an alternative tool to help them summarize reading passages, was implemented to enhance their reading comprehension. The data were gathered from teacher’s journal, questionnaires and the results of students’ reading comprehension tests. The findings revealed that the students viewed the use of infographics could motivate and enabled them to summarize the assigned reading topics much easier. In addition, the assignments incorporating the use of infographic application encouraged them to participate actively in English reading activities in a collaborative atmosphere, allow them to develop their creativity and raise positive attitudes toward the role of technological tools in educational settings.Keywords: English reading, infographics, reading comprehension

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals The Effect of Pre-reading Activities on Male ESL Upper-Intermediate Students’ Comprehension in a Post Basic Education School in Oman?

2016 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Jamel Eddine Al Akremi
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Negative Attitude ◽  
Control Group ◽  
Intermediate Students ◽  
Education School ◽  
Comprehension Ability ◽  
Reading Activities ◽  
The Impact ◽  
Comprehension Tests

The study aimed at investigating the impact of pre-reading activities on male ESL upper-intermediate students’ comprehension in a post-basic education school in Oman. To this end, two reading comprehension tests and two questionnaires were administered to two groups of participants. One group served as control and the other served as experimental. Control group were assigned a reading comprehension test with follow up questions to answer. However, experimental participants were introduced to 10 minute-pre-reading activities prior to starting the test. The findings drawn from the comprehension tests revealed that experimental participants outperformed control participants. Data drawn from questionnaires showed that control group had a negative attitude to reading a text without pre-reading activities. However, experimental group had a positive attitude to reading a text after being introduced to the pre-reading activities. Although the study has shown empirically how effective the schema-based pre-reading activities were in maximizing ESL leaners’ comprehension ability, it had its limitations. It was restricted in setting and gender. It involved only two post-basic state schools. It was also restricted to male students. Second, it was limited to only two sample groups. Nevertheless, the findings of this study have confirmed preceding research on the effectiveness of the pre-reading activities and how they facilitate L2 learners’ comprehension ability of the target text. Therefore, it might be paramount for teachers and syllabus designers to incorporate pre-reading activities, which are in different forms and types, to the reading texts students read

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals The Use of Infographics to Enhance Reading Comprehension Skills among Learners

2019 ◽  
Vol 21 (2) ◽  
pp. 230-242
Author(s):  
Lorena Andrea López Cupita ◽  
Laura Milena Puerta Franco
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Visual Aids ◽  
Pedagogical Intervention ◽  
Student Opinions ◽  
Academic Texts ◽  
English Classes ◽  
English Reading ◽  
New Strategy ◽  
Main Ideas

This article describes a pedagogical intervention carried out at a public university in Colombia. A total of 26 psychology students, aged between 19 and 26 years old, taking English classes for academic purposes, and in their fourth semester, participated in this study. This intervention was implemented for an academic semester and aimed to help learners develop their English reading skills—from literal to critical comprehension of short academic texts— through the use of infographics, which are visual tools that combine texts and graphs to help users communicate information. Teachers used students’ infographics to assess their understanding of short academic texts in English, and they interviewed students to learn their opinions on the intervention. Further, teachers implemented a colour-coding technique in interview transcripts to show relevant patterns in the student opinions. This data analysis indicated that the students clearly understood the ideas from the texts because they were able to go beyond reading to dynamise information in the infographics while using the visual aids as mediators in expressing their ideas. In conclusion, the infographics were beneficial in developing the students’ reading skills. They presented an opportunity for the students to paraphrase main ideas from the texts and represent their understanding of the readings. In addition, this pedagogical intervention was useful for teachers because it enabled them to explore reading comprehension using a new strategy that might be helpful in English classes.

scholarly journals The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

2018 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
Jung-Tae Kim ◽  
Rusty Barrett
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
English Proficiency ◽  
Positive Influence ◽  
English Learning ◽  
Negative Attitudes ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Korean Efl Learners

This paper seeks to examine Korean EFL learners’ perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent’s involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners’ attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners’ achievement.

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