scholarly journals Accessibility and the Promotion of Autonomous EFL Reading

2017 ◽  
pp. 4-22
Author(s):  
Catherine Cheetham ◽  
Melody Elliott ◽  
Alan Harper ◽  
Mika Ito
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Extensive Reading ◽  
Wide Range ◽  
Student Reading ◽  
Efl Students ◽  
Graded Readers

Motivating English as a foreign language (EFL) students to read in English extensively can be a difficult task. EFL educators often use a wide range of methodologies to encourage their students to continue reading. Many of them also seek ways to motivate their students to engage in extensive reading (ER) autonomously. This paper presents a study of a private Japanese university’s ER program which uses graded readers through a mobile library cart system as well as a main library. The study utilized 2,075 student reading records and a survey of 755 Japanese EFL students in 75 required 1st and 2nd year EFL classes to better understand how the main and mobile libraries affected student ER. Results indicate that the main library plays an important role in the ER program by making students responsible for their own learning and initiative. However, the mobile library proves to be more successful at getting students to engage in ER and develop autonomous reading skills.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Extensive Reading in Foreign Language Classes

2016 ◽  
Vol 21 (1-2) ◽  
pp. 86-92
Author(s):  
Nabaraj Neupane
Keyword(s):  
Foreign Language ◽  
Role Model ◽  
General Information ◽  
Extensive Reading ◽  
Web Based ◽  
Course Materials ◽  
Wide Range ◽  
Reading Materials ◽  
Language Classes ◽  
Faculty Of Education

Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92

scholarly journals IMPACT OF EXTENSIVE READING ON SOPHOMORE ENGLISH MAJORS’ READING COMPREHENSION DEVELOPMENT AT DALAT UNIVERSITY

2021 ◽  
Vol 12 (1) ◽  
pp. 78
Author(s):  
Nguyen Thi Thao Hien ◽  
Nguyen Thi Tuong Vy
Keyword(s):  
English Language ◽  
Reading Program ◽  
Extensive Reading ◽  
Reading Abilities ◽  
English Majors ◽  
Student Reading ◽  
Comprehension Development ◽  
Graded Readers ◽  
The Impact ◽  
Experimental Group

This paper reports on an extensive reading program utilizing graded readers and the Moodle Reader for sophomore English majors at Dalat University. The main purpose of the study was to determine the impact of such a program on student reading abilities and to explore their attitudes toward the program. Data were collected from pretests, posttests, and questionnaires. Findings indicated that the extensive reading program was largely responsible for the higher mean gain on the posttest made by the experimental group, and that the majority of students expressed positive opinions toward the program. The paper concludes by putting forward some pedagogical implications on the implementation of such a program with English language students and lecturers in their courses of reading.

scholarly journals IMPLEMENTING DIRECT METHOD BY USING GAMES TO IMPROVE EFL STUDENTS' READING COMPREHENSION

2020 ◽  
Vol 7 (1) ◽  
pp. 16-20
Author(s):  
Putri Dini Meutia ◽  
A. Halim Majid ◽  
Sufiah Nafisah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skills ◽  
Direct Method ◽  
Reading Skill ◽  
Critical Value ◽  
T Score ◽  
Post Test ◽  
Efl Students ◽  
Second Year

Reading skill is one of the aspects of the foreign language which need to be master by the students. Thus it needed an appropriate method to improve the students' reading skills, especially reading comprehension. Therefore, the researchers conducted the study by using the Direct Method to improve reading comprehension. The purpose of this study was to find out whether the Direct Method by using games can improve the students' reading comprehension. The sample was taken from the second-year students of MAN Sibreh consisted of 25 students. The experiment was conducted in four meetings. In collecting the data, this study used pre-test and post-test as the research instruments. The pre-test was given in the first meeting while the post-test was given in the last meeting. After analyzing the data, the obtained t-score is 3,92. It indicates that there are significant differences between pre-test and post-test. Moreover, the critical value of t for the degree of freedom was 2,06 at the level significance of 5% (0,05). Thus, the t-score (3,92) is higher than the t-table (2,06). Therefore, the hypothesis is accepted.

scholarly journals An Extensive Reading Approach to Language Teaching

2008 ◽  
Vol 4 (1-2 (5)) ◽  
pp. 70-75
Author(s):  
Lili Karapetyan
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Extensive Reading ◽  
New Meanings ◽  
Leading Position ◽  
Teaching Programs

Reading, together with its various expressions, holds a leading position in foreign language teaching programs due to its huge educational significance. The article studies the role of extensive reading in language teaching, the ways of its application as well as its contribution to language teaching as a whole. Research suggests that extensive reading not only contributes to the improvement of reading skills of students, but also enriches their vocabulary and helps them perceive the new meanings of the already familiar words more easily.

scholarly journals Exploring EFL Students’ Preferences in Extensive Reading

2021 ◽  
Vol 8 (2) ◽  
pp. 303-315
Author(s):  
Irena Azka Azkia ◽  
Mansyur Srisudarso ◽  
Sumarta Sumarta
Keyword(s):  
Language Learners ◽  
Reading Skills ◽  
Teaching Reading ◽  
Extensive Reading ◽  
Future Researcher ◽  
Teaching Language ◽  
Alternative Approach ◽  
Efl Students ◽  
Reading Study

In the context of teaching language, a suitable teaching approach in the classroom affects teaching reading to language learners to be successful. The extensive reading can be used as an alternative approach to teach reading which provides many advantages for language learners specially to foster their reading skills. Many researchers have been conducted the extensive reading study, however, the majority of existing studies about the solution to teach language using extensive reading does not appear to be helpful to find students’ preference from the component of extensive reading. Therefore, this present qualitative study attempts to explore students’ preferences in the component of extensive reading. The findings present that the highest students' preference from the component of extensive reading is easy reading. Meanwhile, the smallest students’ preference from the component of extensive reading is about teacher orientation & guide. A future researcher is suggested to study extensive reading in other aspects besides exploring students' preference to increase the quality of next extensive reading implication to be better.

Interview: Learning the Core Concept of Extensive Reading from Richard Day

2016 ◽  
Vol 40 (6) ◽  
pp. 14
Author(s):  
Mitsue Tabta-Sandom
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
World Wide ◽  
Core Concept ◽  
Extensive Reading ◽  
L2 Reading ◽  
Motivation To Read ◽  
The Core ◽  
The World ◽  
Graded Readers

Extensive Reading is probably one of the hottest topics in the context of second and foreign language (L2) reading instruction (Iwahori, 2008). Krashen’s Input Hypothesis (Rodrigo, Krashen, & Gribbons, 2004) theoretically supports ER in which L2 learners’ reading development and motivation to read are nurtured by exposure to a large quantity of comprehensible and interesting input. Graded Readers (GRs), lexically and syntactically graded readers, form a core of such facilitative input in ER. In this interview, Professor Richard Day, the Founding Chair Emeritus of the world-wide leading Extensive Reading Foundation, talks about the fundamental concept of L2 reading instruction. Furthermore, he gives encouraging support and input to readers of The Language Teacher who have embarked on and want to start the practice of ER. Professor Day has been tirelessly promoting ER through L2 teacher education for many years.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

Sign in / Sign up

Export Citation Format

Share Document