scholarly journals The Analysis on Students’ Difficulties in Doing Reading Comprehension Final Test

2018 ◽  
Vol 2 (2) ◽  
pp. 253
Author(s):  
Ratih Laily
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Interactive Learning ◽  
Reading Skill ◽  
Vocabulary Knowledge ◽  
Learning Activities ◽  
Teaching Techniques ◽  
Final Test ◽  
Interactive Teaching ◽  
Research Questions

<p>Reading is one of skills considered important in language learning. But based on the condition in the classroom, reading skill is also influenced by some factors. This research is an attempt to find out the difficulties faced by students in doing reading comprehension to find the perfect technique or method to overcome the problem and answer the research questions (1) what difficulties are faced by students in doing reading comprehension test? (2) what are the causes of the difficulties? (3) what methods or learning activities are applicable in the classroom to overcome the difficulties?. The method of this study is explanatory multi-method strategy. The findings show that students face problem related to vocabulary knowledge or mastery. And they need more interactive learning activities. So here, the teachers should be more aware of problems faced by students and provide more interactive teaching techniques.  </p>

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals Modelling Social&Communicative Skills in Children with Special Educational Needs

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Natalya Germanovna Sigal ◽  
Irina Germanovna Kondrateva
Keyword(s):  
Language Learning ◽  
Social Communication ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Techniques ◽  
Theoretical Frameworks ◽  
Interactive Teaching ◽  
Communicative Skills ◽  
Social Communication Skills ◽  
Social Communicative

The paper covers the issues of theoretical frameworks that are being developing around the process of modelling social communication skills in children with special educational needs during language learning process using interactive teaching techniques.

scholarly journals Mobile Assisted Language Learning: Platfoms To Support Students Teacher Improving Reading Skill

2021 ◽  
Vol 5 (1) ◽  
pp. 70
Author(s):  
Prativi Khilyatul Auliya ◽  
Tri Yuli Ardiyansah ◽  
Ribeh Najib Muhammad
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Reading Comprehension ◽  
Language Learning ◽  
Reading Speed ◽  
Reading Skill ◽  
Qualitative Research Design ◽  
Mobile Assisted Language Learning ◽  
Second Year ◽  
Support Students

This study was investigating the platforms on Mobile Assisted Language Learning (MALL) that mostly used by students teachers on first and second year to improve their reading skill. Qualitative research design which used questionnaire and interview was employed to gain and analyze the data. The result showed that 79.3% students benefited various platforms, while the rest never used any platforms to support improving their reading skill. The top-five platforms were; (1) Wattpad, (2) Social Media, (3) Duolingo, (4) U-Dictionary, and (5) Quora. Students favored those platforms due to its popularity, attractiveness, efficiency, and benefit. The up-to-date and popular platform such as various social media and Quora were used to improve reading skill by connecting them to communicate to English native. Attractive platform such as Wattpad, where they could read countless stories was demanded to please their soul of readers. The efficient ones, Duolingo and U-Dictionary were chosen by them who prefer to learn in organized way. Fortunately, all of those platforms offered advantages for students such as improving their vocabulary acquisition, grammar competence, reading speed, and reading comprehension as well.

scholarly journals Interactive Learning Applied in Undergraduate Mechanical and Mechatronics Courses at the University of Waterloo

2010 ◽  
Author(s):  
Jose Imbert ◽  
Hamid Jahed ◽  
William Owen ◽  
Gordon Stubley
Keyword(s):  
Learning Process ◽  
Interactive Learning ◽  
Teaching Techniques ◽  
Interactive Teaching ◽  
Undergraduate Engineering ◽  
Learning Techniques ◽  
One To One ◽  
The University ◽  
Better Than

It has been shown that when students are actively involved in the learning process they learn the concepts presented better than with “traditional” learning techniques where the students do not participate or participate very little. Ideal implementations of this approach require significant one to one interaction with students, which can be relatively easily done in small classes; however, this can be very challenging in undergraduate engineering courses that can have anywhere from forty to one hundred students. Interactive teaching techniques have been implemented in four undergraduate courses at the Department of Mechanical and Mechatronics Engineering of the University of Waterloo.

Language Learning in the 21st Century

2022 ◽  
pp. 802-820
Author(s):  
Debbita Ai Lin Tan ◽  
Bee Choo Lee ◽  
Malini Ganapathy ◽  
Shaidatul Akma Adi Kasuma
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
21St Century ◽  
English Language ◽  
Interactive Learning ◽  
Foreign Language Learning ◽  
English Language Learning ◽  
Esl Students ◽  
Remedial English ◽  
High Internal Consistency

Kahoot! is a gaming system designed for interactive learning and can be utilised for students of all ages. The present study involved two groups of Malaysian ESL students (n = 57) enrolled in a remedial English proficiency course in a public university. All 57 participants were exposed to weekly Kahoot! sessions over a period of one semester; the sessions covered various English language learning components including vocabulary and reading comprehension, but focused largely on grammar. At the end of the semester, the participants completed a 34-item questionnaire comprising closed- and open-ended items. The questionnaire was tested for reliability with returned values indicating high internal consistency, thus making the instrument a reliable option for use in future studies. The study's findings indicate that the students found Kahoot! to be beneficial in terms of: 1) inducing motivation, and 2) fostering and reinforcing learning. The students were also of the opinion that Kahoot! would be useful for foreign language learning (for instance, Spanish and French).

scholarly journals The Relevance And Implications Of Metacognitive Strategy To Reading Comprehension In EFL Classroom

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Foreign Language ◽  
Significant Role ◽  
Teaching And Learning ◽  
Reading Skill ◽  
Learning Activities ◽  
Metacognitive Strategy ◽  
Reading Activity ◽  
Learning English

Metacognitive strategy plays a significant role in solving students’ problem in learning English as a foreign language by being applied to some teaching and learning activities. Its strength is on realizing and optimizing students’ awareness upon their own learning. By perceiving their own knowledge, students have control of what they have in mind and can regulate it to achieve certain purposes. This is how they can maximize their learning. In reading skill, students are always demanded to understand the texts they are reading. Thus, applying metacognitive strategy to reading activity will foster the students’ comprehension respectively. This literature review discusses the relevance and implications of metacognitive strategy to reading comprehension in EFL classroom.

scholarly journals Exploring EFL Students’ Perceptions Toward Language Learning Activities Applied in Indonesian EFL Classroom Today

Tamaddun ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Ishafiuddin Ismail ◽  
Chuzaimah Chuzaimah
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Learning Activities ◽  
State University ◽  
Classroom Activities ◽  
Analysis Strategy ◽  
Efl Students ◽  
Research Questions ◽  
Individual Presentation

The present paper sheds light on Indonesian EFL students' perceptions toward learning activities applied in the classroom teaching practice. Classroom activities particularly related to learning activities have been widely accepted as one of factors that influence students’ achievement in learning. In the current study, the researcher attempts to answer three research questions: (1) How important the learning activities in students’ perceptions to facilitate them for learning, (2) what benefits gained from those learning activities? And (3) which learning activities do students perceive to be the most facilitating them in learning? The participants in this study were 21 EFL students, in state university of Makassar. The participant consisted of different term which in the second term, fourth term and sixth term.  Survey and open-ended question were developed in collecting data. The researcher analyzed the data through data analysis strategy particularly coding qualitative data. The result of the study analysis showed that the discussion was quite important and both Writing paper/article and Book review were just important, while individual presentation and Quiz were very important activities. Table 3 summarized the students’ perception toward benefits of learning activities. The finding also showed discussion activity to be the most facilitating students in learning.

Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension

2014 ◽  
Vol 27 (8) ◽  
pp. 1467-1484 ◽  
Author(s):  
Anat Prior ◽  
Anna Goldina ◽  
Michal Shany ◽  
Esther Geva ◽  
Tami Katzir
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
Vocabulary Knowledge

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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