scholarly journals The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

2021 ◽  
Vol 5 (2) ◽  
pp. 231-247
Author(s):  
Kenza TAKARROUCHT
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Self Assessment ◽  
First Semester ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data.  The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were   obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals The Contributions of Reading Strategies and Reading Frequencies toward Students’ Reading Comprehension Skill in Higher Education

2019 ◽  
Vol 8 (6S3) ◽  
pp. 593-597
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skill ◽  
Scale Reading ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Correlational Design ◽  
Comprehension Skills ◽  
Research Findings ◽  
Reading Comprehension Skills

This study was conducted because of the low level of students’ reading skill. The reading strategies and the reading frequencies were assumed as the factors affecting students’ reading skill. The aim of this study was to describe and to analyze the contribution of reading strategies and reading frequencies toward students’ reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 3000 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 353 students were taken as samples by using proportional stratified random sampling. The instruments of this study were reading strategies scale, reading frequencies scale and a reading comprehension test which has been valid and reliable. Based on research findings and discussion, the following can be concluded: (1) reading strategies contributed significance and positively to the students' comprehension reading skill which is 19.6% (R = 0.443 R2 = 0.196 and p = 0.000), i.e. reading strategies contributed directly toward the skills of reading comprehension. Therefore, the higher the reading strategies, the better the reading comprehension skills of the students; (2) reading strategies contributed significance toward the students' reading comprehension skills of 33.1% (R = 0.575 R2 = 0.331 and p = 0.000), i.e. reading frequencies contributed directly to reading comprehension skills. Therefore, the better the reading frequencies, the better the reading comprehension skills of the students; (3) reading strategies and the reading frequencies together contributed significance toward the students' reading comprehension skills of 33.2% (R = 0.575, R2 = 0.332 and p = 0.000), i.e. reading strategies and reading frequencies together contributed directly to the comprehension reading skill. Therefore, the higher the reading strategies and reading frequencies will be the better the reading comprehension skill of the students.

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students: أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي

2021 ◽  
Vol 5 (32) ◽  
pp. 100-80
Author(s):  
Rowaida Harbi Al-Saraj Rowaida Harbi Al-Saraj
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Female Students ◽  
Second Grade ◽  
Male And Female ◽  
First Semester ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Literal Comprehension

The study aimed to investigate the effect of using the storytelling Arabic among students of the second garde using the quasi-experimental approach were formed in developing reading comprehension skills in language. The study sample consisted of (62) students from jabal Prince Faisal Basic School. The sample was divided randomalu into two groups, one of which is experimental and included (31) male and female students and the other is a control and it had (31) male and female students. The study was applied in the first semester of the academic year 2020/2021 and the study tool was prepared from it by examining the literal comprehension of the realable and in its final form of (10) paragraphs, and it was applied after verification of validity and consistency. The result of the study indicated that there were statistically significant differences in the arithmetic averages and orbital deviations of the students, performance on the test of the literal comprehension of the post- reading in favor of the experimental group that studied using the method of storytelling, the study recommended the necessity to restore the Arabic language.

READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2019 ◽  
Vol 1 (1) ◽  
pp. 78-88
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

scholarly journals MODEL PEMBELAJARAN SKEMA PADA PELAJARAN BAHASA INDONESIA DAPAT MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN TEKS ULASAN SISWA KELAS VIII MADRASAH TSANAWIYAH NEGERI BINJAI

2021 ◽  
Vol 11 (1) ◽  
pp. 69-76
Author(s):  
Faridah Hayati Lubis ◽  
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Learning Model ◽  
T Test ◽  
Average Score ◽  
The Third ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Daily Test

This study aims to find out that the implementation of the schema learning model in Indonesian lessons can improve reading comprehension skills for grade VIII Madrasah Tsanawiyah Negeri Binjai students in the Odd Semesters of the 2019/2020 Academic Year. The results showed that the schema learning model in Indonesian lessons could improve reading comprehension skills of the VIII grade students of Madrasah Tsanawiyah Negeri Binjai in the Odd Semesters of the 2019/2020 Academic Year. This can be seen from the results of the calculation in the first cycle between the value of the first daily test and the score of the second daily test, the Product Moment value is 0.823 with a t-test of 8.198. And the second cycle between the second block test scores and the third daily test scores obtained a Product Moment value of 0.903 with a t-test value of 11.902, while the results of the calculation showed that it was greater than the results in the table, of 0.478 and 2.725. Likewise, the average score for the first daily exam was 86.35, and the second daily exam was 87.53 in the first cycle, as well as the average score for the third daily exam was 88.53 and the fourth daily exam was 90.71 in the second cycle. there is an increase. while the minimum completeness criteria value (KKM is 84). Keywords: Schematic Learning Model, Reading Comprehension Skills Review Text

scholarly journals Efficacy of Collaborative Strategic for Reading (CSR) To Improve Students’ Reading Comprehension

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Abd Syakur ◽  
Paisun Paisun
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
First Semester ◽  
Comprehension Skill ◽  
Strategic Reading ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Field Notes ◽  
Reading Comprehension Skills

The purpose of this research or the study was to improve students' reading comprehension skills. Classroom Action Research (CAR) has been used to adopt this research. The research includes five stages, namely preliminary research, preparation, implementation of plans, observation of results, and reflection of results. The research was conducted in three cycles, each cycle being tested for reading comprehension which aims to evaluate student learning outcomes. The subjects of this study were class VIIIC students of SMP Negeri 11 Malang 44 first semester students (2019/2020). The types of data in this study consisted of field notes, observation sheets, tests, and interviews. This type of data is used as the basis for evaluating student achievement in reading comprehension in each cycle. The result of the study showed the implementation of the Collaborative Strategic Reading (CSR) improved the students’ reading comprehension. As indicated by the increase in the average score of students and the percentage of students who achieve mastery learning to read comprehension descriptive texts in the post test given in three cycles (72 and 77% in the first cycle, 74 and 82% in the second cycle, and 78 and 86% in cycle III). The implementation of CSR in reading comprehension was effective in improving students' reading comprehension skill.

scholarly journals READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2021 ◽  
Vol 3 (1) ◽  
pp. 8-18
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

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