scholarly journals Reading Circles With Sherlock Holmes Graded Readers

2020 ◽  
Vol 2019 (1) ◽  
pp. 451
Author(s):  
Christopher Cooper
Keyword(s):  
Private University ◽  
Reading Program ◽  
Sherlock Holmes ◽  
Extensive Reading ◽  
Student Surveys ◽  
L2 Reading ◽  
Discussion Leader ◽  
Graded Readers ◽  
Insight Into ◽  
Reading Circle

One elective class of 6 students at a small private university in Japan read Sherlock Holmes graded readers for one semester in a reading circle class. Reading circles involve students reading books and having discussions with a specific role, such as the Discussion Leader, Passage Person, Word Master, Summarizer, or Connector. These reading circle roles are explained using examples from students’ written notes, which were made to help them with the discussions. This provides a representation of the kind of oral output instructors may expect if they decide to try reading circles in their classrooms. Comments from the instructor’s reflective log and student surveys are reported to give greater insight into how future reading circle courses could be implemented. It was concluded that this activity may be useful to encourage interest in L2 reading at institutions with no extensive reading program. リーディングサークルクラスを選択した日本の大学生６人が、一学期に渡り、英語多読本「シャーロックホームズ」の読書に取り組んだ。リーディングサークルとは、ただ単にグループで本を読むだけでなく、Discussion Leader, Passage Person, Word Master, Summarizer, Connectorなどの役割分担を各メンバーに持たせ、会話や討論を繰り広げることである。これらのリーディングサークルの役割については、学生が書いたメモの例を用いて説明するが、このメモは、討論の際に役立つように、学生に書かせたものである。これは、リーディングサークルを授業で実施する場合に、教師が期待するであろう学生の口頭の発言に相当する。リーディングサークルコースを実施する際に、より深く理解できる様、教師の日誌、学生のアンケートのコメント内容をここに報告する。この活動は、 英語多読コースのない大学で英語読書への関心を高めるのに役立つ可能性があると結論付けられる。

scholarly journals Revisiting an English extensive reading program in a low “commercial” resources setting

2019 ◽  
Vol 14 (1) ◽  
pp. 71-88
Author(s):  
Christine Manara
Keyword(s):  
Critical Reflection ◽  
Reading Program ◽  
Tertiary Level ◽  
Teaching English ◽  
Extensive Reading ◽  
Teaching Activities ◽  
Teaching Context ◽  
English Reading ◽  
Reflective Evaluation ◽  
Graded Readers

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 75-81
Author(s):  
Fenty Lidya Siregar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Low Frequency ◽  
Private University ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Vocabulary Size ◽  
West Java ◽  
Word Families

The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.

HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?

2015 ◽  
Vol 37 (4) ◽  
pp. 651-675 ◽  
Author(s):  
Stuart Webb ◽  
Anna C.-S. Chang
Keyword(s):  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Extensive Reading ◽  
Low Level ◽  
Graded Readers ◽  
High Level ◽  
Relative Gains ◽  
Level Group

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of graded readers and were tested on three occasions. The results showed that the relative gains from pretest to immediate posttest were 63.18%, 44.64%, and 28.12% for the high-, intermediate-, and low-level groups, respectively. There was little decay in knowledge on the Term 1 three-month delayed posttest; relative gains ranged from 21.05% for the low-level group to 59.01% for the high-level group. The learning gains in Term 2 were consistent with those from Term 1. The results indicate that prior vocabulary knowledge may have a large impact on the amount of vocabulary learning made through extensive reading.

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.

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.

scholarly journals When the books and reading friends are up to us: Students’ Responses about an Extensive Reading Program

2020 ◽  
Vol 4 (2) ◽  
pp. 162
Author(s):  
Evi Puspitasari
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Reading Motivation ◽  
Reading Program ◽  
Diverse Students ◽  
Extensive Reading ◽  
L2 Reading ◽  
English Reading ◽  
Weekly Meeting ◽  
Reading Interest

Extensive Reading is one of alternatives that help teachers to motivate the students to read. Regarding that main benefit, in one Indonesian university, a teacher established an extensive reading program for freshmen. In the implementation, the teacher allowed the students to choose books and with whom they read. In practice, they made a group of four and met once a week to share what they read. This qualitative research was conducted to investigate students’ responses about the program. By involving six students who joined the program, the data were gained through interviews and reflective essays. The selected participants had different level of English, reading interest, and motives to sign up the program which made the data rich and were able to capture the phenomenon from diverse students’ viewpoints. After the data were obtained, they were coded, categorized to find the themes and interpreted. The result showed, all activities in the program namely choosing own books, having weekly reading in groups, having discussion with their group, and sharing their weekly meeting in their social media got both positive and negative responses. The positive responses appeared from benefits that the participants got while the negative responses came up because of the challenges they faced during the program. All in all, an extensive reading program that accommodates students’ freedom in reading, becomes a successful alternative to cultivate students’ L2 reading motivation if it is implemented by considering some possible encounters.

scholarly journals Reading Attitudes of Bachelor of Business Administration (BBA) Students with Bengali Medium Background at the Bangladeshi Private Universities in Dhaka City

2017 ◽  
pp. 91-110
Author(s):  
Md Shakhawat Hossain
Keyword(s):  
Private Universities ◽  
Private University ◽  
Simple Random Sampling ◽  
Reading Attitudes ◽  
Business Administration ◽  
Sampling Procedure ◽  
Dhaka City ◽  
Extensive Reading ◽  
Group Discussions ◽  
Teacher Interviews

The study basically aims at uncovering the reading attitudes of the Bachelor of Business Administration (BBA) students of the Bangladeshi English medium private universities. It has been observed that the private university students, coming from Bengali-medium colleges, read very little in English and consequently they hardly grow up as better readers. The study has used both quantitative and qualitative methods. For collecting quantitative data, a structured questionnaire was administered among the sampling respondents, 120 BBA students from six private universities located in Dhaka city, selected using simple random sampling procedure. On the contrary, for gathering qualitative data, the researcher depended on a number of classroom observations, focus group discussions (FGDs) that took place among 20 different BBA students divided into two groups, and teacher interviews (10 teachers). It is revealed from the study that the students have mixed attitudes towards reading. In some cases, they have been found enthusiastic readers who read due to their passion for reading or for having pleasure out of reading. However, in many cases, they have affirmed that they become anxious and bored of extensive reading. Besides, they mainly read for passing the examinations or obtaining good grades. Finally, it has been unearthed that both teachers and reading materials play vital roles in developing learners’ reading attitudes.Journal of Business and Technology (Dhaka) Vol.11(1-2) 2016; 91-110

scholarly journals How the factor of reading hours affect extensive reading of teenage elementary level students at North America International school

2020 ◽  
Vol 8 (2) ◽  
pp. 71-81
Author(s):  
Dang Hoang Bich Tram ◽  
Huynh Cong Minh Hung
Keyword(s):  
North America ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
International School ◽  
Reading Performance ◽  
Reading Program ◽  
Elementary Level ◽  
Extensive Reading ◽  
The Relationship

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

scholarly journals Effects of Electronic Reading Environments’ Structure on L2 Reading Comprehension

2017 ◽  
Vol 10 (12) ◽  
pp. 88
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Program ◽  
Choice Test ◽  
Underlying Structure ◽  
Electronic Text ◽  
L2 Reading ◽  
Electronic Texts ◽  
Electronic Reading ◽  
L2 Reading Comprehension

This study examines the effects of an electronic reading environment’s structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic texts using computerized programs classified as either “well structured” or “less structured.” To assess the efficacy of each type of reading environment, two tests—a multiple-choice test and a mapping of main ideas and details (MOMID) test—were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples t-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

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