scholarly journals COMPUTER ORIENTED LANGUAGE LEARNING APPROACH (COLLAP) FOR STRUGGLING READERS

2020 ◽  
Vol 5 (35) ◽  
pp. 249-269
Author(s):  
Jayson A. Quinto ◽  
Editha V. Rana ◽  
Juana Nimfa P. Abrigo
Keyword(s):  
Reading Comprehension ◽  
Digital Media ◽  
Struggling Readers ◽  
Digital Technology ◽  
Face To Face ◽  
Positive Effects ◽  
Distant Learning ◽  
Comprehension Skills ◽  
Face To Face Instruction ◽  
Post Assessment

This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They engage with the online modules through viewing, listening, reading, and comprehension check. To interpret comprehension level, the software generated scores of each pupil in every story are converted to a percentage. Once they had finished the online modules they have undergone a post-assessment test. The result of both pre and post assessment, comparison of data through T-Test Two-Sample Assuming Equal Variance reflects a 66% increase in reading comprehension. This technological approach in ameliorating comprehension skills through established techniques facilitate learners in processing ideas to be able to answer comprehensively. This also shows that digital technology is more motivating among learners especially that their age is inclined in digital media. Pupils are eager and easily learn in times they are interested in things they are doing; intrinsic motivation became part of the comprehension process. The increase in reading comprehension of target participants tells that COLLAP is a powerful tool in distance learning that it can be catered in times when face-to-face instruction is not applicable due to the absence of learners. This also shows that parents have an integral part in enriching their learners' academic performance, their participation, as well as their support, becomes the key factor of children's achievement in both distant learning and face-to-face instruction.

scholarly journals ARABIC LEARNING IN THE DIGITAL ERA: APPROACH IN ONLINE SYSTEM

2021 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Zainul Arifin ◽  
Suci Ramadhanti Febriani ◽  
Hendri Yahya Saputra ◽  
Anasruddin Anasruddin
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Language Skills ◽  
Online Classes ◽  
Data Display ◽  
Face To Face ◽  
Online System ◽  
Digital Era ◽  
Learning Conditions ◽  
Data Grouping

One alternative to learning Arabic in the digital era is through online learning using digital technology. The process of learning Arabic in Indonesia has developed rapidly in recent times. The transition from face-to-face to online classes requires adjustments in the learning approach. This research used literature review method. Sources of data were books, articles, and other relevant sources. Data were analyzed through data collection procedures, data grouping, data display, and drawing conclusion. The validity of the data was tested through source and technical triangulation. The result of the study indicated that there are three appropriate approaches for learning Arabic online in this digital era, namely the contextual approach, constructivism approach, and behaviorism approach. The choice of approach should meet the students’ needs and learning conditions. Each approach could be implemented through a variety of methods and techniques. The integration of these three approaches in learning Arabic online provides broad opportunities for students to study independently and develop language skills aspects through various available digital media platforms.

8. Chromebooks vs. Printed Books – Exploring Influences on Students’ Reading Comprehension and Dictionary-use

2018 ◽  
Author(s):  
Stacie Kerr
Keyword(s):  
Reading Comprehension ◽  
Digital Media ◽  
Digital Technology ◽  
Quantitative Methods ◽  
Digital Age ◽  
Research Project ◽  
Pedagogical Tools ◽  
Printed Books ◽  
Significant Difference ◽  
Dictionary Use

The digital age is an era beginning in the 1980s in societies wherein the retrieval, management, and transmission of information using digital technology is a principal activity (Flewitt, Messer, & Kucirkova, 2015). In recent years, digital technology has been rapidly incorporated into Canadian schools, inspiring a debate concerning how educators should use newly emerging digital technology in the classroom, and ultimately whether digital media platforms should be accepted as a replacement for print-based media platforms at all. This research project uses quantitative methods and a within-subjects research design to compare fifth grade Eastern Ontarian students’ frequency of dictionary-use and reading comprehension scores when reading a Chromebook and using an online dictionary, in contrast to when reading a printed book and using a printed dictionary. It was hypothesized that students would achieve higher reading comprehension scores and demonstrate more frequent dictionary-use when reading with a Chromebook and online dictionary than when reading a printed book and using a printed dictionary. This was due to the reportedly more ergonomic nature of digital media platforms (Dundar & Akcayir, 2012), and to the unique set of skills acquired by many children growing up during the digital age (Steeves, 2014). It was found that the participants used the online dictionary significantly more frequently than the printed dictionary, but no significant difference was found between participants’ reading comprehension scores in the two conditions. The results of this research project may have implications for the pedagogical tools and practices used in local Eastern Ontarian elementary school classrooms.

scholarly journals The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

2017 ◽  
Vol 10 (5) ◽  
pp. 204
Author(s):  
Hashem Ahmed Alsamadani
Keyword(s):  
Reading Comprehension ◽  
Research Study ◽  
Control Group ◽  
Efl Learners ◽  
Positive Effects ◽  
Comprehension Test ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

The current research study investigated the effects of talking story books on Saudi young EFL learners’ reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills.

scholarly journals Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer M. Cunningham
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Original Data ◽  
Online Classroom ◽  
Online Writing ◽  
Face To Face ◽  
Writing Course ◽  
Digital Classroom ◽  
Face To Face Instruction ◽  
Online Educators

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

scholarly journals Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

2021 ◽  
pp. 34-45
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Model ◽  
Theory And Practice ◽  
Learning Activity ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Face To Face Instruction

This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

2021 ◽  
pp. 001440292110508
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Alexis N. Boucher ◽  
Katherine O’Donnell ◽  
Elizabeth A. Swanson
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Background Knowledge ◽  
Upper Elementary ◽  
Positive Effects ◽  
Theories Of Reading ◽  
Comprehension Intervention

Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes ( g = .59, p < .001, 95% confidence interval [CI] [0.47, 0.74], τ2 = .31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

scholarly journals Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System

2021 ◽  
Author(s):  
Ying Fang ◽  
Anne Lippert ◽  
Zhiqiang Cai ◽  
Su Chen ◽  
Jan C. Frijters ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Response Time ◽  
Struggling Readers ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Psychometric Tests ◽  
Tutoring System ◽  
Lower Accuracy ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

AbstractA common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. This type of adaptivity is possible only if the ITS has information that characterizes the learning behaviors of its users and can adjust its pedagogy accordingly. This study investigated an intelligent tutoring system with computer agents (AutoTutor) designed to improve comprehension skills in adults with low reading literacy. One goal of this study was to classify adults into different clusters based on their behavioral patterns (accuracy and response time to answer questions) while they interacted with AutoTutor to help them improve their reading comprehension skills. A second goal was to investigate whether adults’ behaviors were associated with different reading components. A third goal was to assess improvements in reading comprehension skills, based on psychometric tests, of different clusters of readers. Performance on AutoTutor was collected in a targeted 100-hour hybrid intervention for adult readers (n = 252) that included both human teachers and the AutoTutor system. The adults’ average accuracy and response time in AutoTutor were used to cluster the adults into four categories: higher performers (comparatively fast and accurate), conscientious readers (slow but accurate), under-engaged readers (fast at the expense of somewhat lower accuracy) and struggling readers (slow and inaccurate). Two psychometric tests of comprehension were used to assess comprehension. Gains in comprehension scores were highest for conscientious readers, lowest for struggling readers, with higher performing readers and under-engaged readers in between. The results provide guidance to enhance the adaptivity of AutoTutor.

scholarly journals Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer M. Cunningham
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Original Data ◽  
Online Classroom ◽  
Online Writing ◽  
Face To Face ◽  
Writing Course ◽  
Digital Classroom ◽  
Face To Face Instruction ◽  
Online Educators

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

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