scholarly journals A Comparative Study of Effectiveness of Pakistani and Foreign Short Stories in Teaching Reading Skills to Pakistani Advanced EFL Students

2019 ◽  
Vol IV (I) ◽  
pp. 523-536
Author(s):  
Tahira Malik ◽  
Ubaidullah Khan ◽  
Shamim Ara Shams
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Comparative Study ◽  
Reading Skills ◽  
Teaching Reading ◽  
Advanced Level ◽  
Efl Learners ◽  
Foreign Culture ◽  
Efl Students ◽  
The Difference

Reading is a critical language skill that is likely to develop better in nonnative learners if they are provided text related to their own culture rather than the native or foreign culture. This study aimed to explore the influence of Pakistani short stories on the reading comprehension of Pakistani EFL learners of advanced level. A group of students of Advanced Diploma was taught reading skills with the help of three foreign and three Pakistani English short stories. They were administered tests on the basis of respective stories to study the difference in the development of reading comprehension. The result revealed a massive difference as the learners performed markedly better in the exercises based on the Pakistani short stories.

scholarly journals The Effects of Task-Based Language Teaching (TBLT) on the Reading Comprehension in EFL Classes

2017 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Ozcan Demirel ◽  
Nadia Ben Amer
Keyword(s):  
Reading Comprehension ◽  
Qualitative Methods ◽  
Reading Skills ◽  
Language Teaching ◽  
Teaching Reading ◽  
Efl Learners ◽  
International University ◽  
Quantitative And Qualitative Methods

This study investigated the effects of Task-Based Language Teaching (TBLT) on the reading comprehension in EFL classes at proficiency Cyprus Universities. In addition, this study attempted to find out whether the Task-Based Language Teaching has any advantages or disadvantages in teaching reading skills to EFL learners. This study attempted to determine the effects of the Task-Based Language Teaching on the reading comprehension of foreign EFL learners. This study uses both quantitative and qualitative methods collected data from different two universities. The two different universities are Cyprus International University and Mediterranean Karpasia University.

scholarly journals Impact of Related Activities on Reading Comprehension of EFL Students

2020 ◽  
Vol 13 (4) ◽  
pp. 15
Author(s):  
Ali S. Alghonaim
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Statistical Tests ◽  
Pearson Correlation ◽  
Reading Engagement ◽  
Control Group ◽  
Efl Learners ◽  
Efl Students ◽  
The Difference ◽  
Reading Activities

This experimental study reported in this article is casual research since it aims to improve reading comprehension of EFL students by means of applying pre-related reading activities. The study is quantitative. It used two instruments: (1) Reading Engagement Scale developed by Whitaker (2003) to determine the efficacy of pre-related reading activities and (2) pretest/posttest to measure comprehension level after implementing related reading activities. The subjects, Saudi EFL learners, were students in an English college in Buraidah city. The research used two groups: experimental and control groups. The subjects in the control group (27 students) were receiving a regular reading instruction, whereas those in the experimental group (24 students) did some pre-related reading activities at home and before the class. Multiple statistical tests were used to find out reliability, regression, and pearson correlation. The result of the study showed that the difference between the two groups was statistically significant. The students in the experimental groups far outperformed those in the control group. The study suggests that EFL learners' comprehension level increases with reading engagement that is related to the class reading. Recommendation of this finding for EFL reading environment is discussed.

scholarly journals The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation

2019 ◽  
Vol 8 (4) ◽  
pp. 120
Author(s):  
Mervat Albufalasa
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Graphic Organizers ◽  
English Literature ◽  
Narrative Texts ◽  
Story Line ◽  
Efl Learners ◽  
Linear Pattern ◽  
Efl Students ◽  
The Impact

This research investigated mainly the effectiveness of implementing graphic organizers (GOs) on improving EFL students’ reading comprehension of narrative texts and motivation. EFL learners may face many difficulties when they analyze literary texts in terms of comprehending the story line with all its elements of fiction. The study was conducted on EFL students enrolled in a literature course at a university level. The data were collected using a mixed-method approach including quantitative data employing reading tests and questionnaires, and qualitative data using class observation. The study implemented three cycles, each one utilized a particular method of teaching short stories. The results show that the students’ performance was significantly higher when the EFL learners used graphic organizers to comprehend the story line of short stories when compared to using the story grammar (SG), more specifically the linear pattern. Students’ motivation was also enhanced in relation to reading and learning English literature. They developed more self-confidence and trusted their abilities to do well in literature classes. Their language anxiety was decreased as they improved in understanding narrative texts and were able to perform better in class activities. They also exerted effort to participate and were willing to work independently on reading tasks. All of this resulted in enhancing their motivation.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES

2018 ◽  
Vol 5 (1) ◽  
pp. 73-96 ◽  
Author(s):  
Leonardus Par
Keyword(s):  
Reading Skills ◽  
Cognitive Styles ◽  
Main Idea ◽  
Critical Reading ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference ◽  
Reading Texts

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

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.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

Sign in / Sign up

Export Citation Format

Share Document