Promoting Strategic Reading Using the iBooks Author Application

2015 ◽  
pp. 179-194 ◽  
Author(s):  
Natalia Auer
Keyword(s):  
Reading Comprehension ◽  
Adult Education ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Foreign Language Learning ◽  
Digital Reading ◽  
Strategic Reading ◽  
Education Centre ◽  
Digital Material

Students are increasingly bringing their own mobile devices into the classroom. However, they do not take advantage of the various features that technology offers for supporting learning. The focus of the chapter is on digital reading in learning and particularly in foreign language learning with tablets. The author reviews the literature on digital reading and discusses briefly the use of reading strategies to promote reading comprehension. This is followed by a discussion of how the application iBooks Author was used in a research project in September 2012 in an Adult Education Centre in Denmark. The aim of the project was to determine to what extent students employ reading strategies when using tablets and which functions in the tablets support reading comprehension. Using a theoretical framework for learning strategies, the author discusses the design of digital material embedding reading strategies. The chapter concludes with practical suggestions for teachers and educational designers for promoting strategic reading using the iBooks Author application.

scholarly journals ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

2021 ◽  
Vol 37 (1) ◽  
pp. 109
Author(s):  
Tran Quoc Thao ◽  
Nguyen Hoang Chau Long
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Research Perspectives

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

scholarly journals Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

2011 ◽  
Vol 13 (2) ◽  
pp. 11 ◽  
Author(s):  
Fabio Alberto Arismendi Gomez ◽  
Doris Colorado López ◽  
Luisa Fernanda Grajales Marin
Keyword(s):  
Reading Comprehension ◽  
Graduate Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Law Students ◽  
Language Learning Strategies ◽  
Web Based ◽  
Face To Face ◽  
Depth Interviews

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

2021 ◽  
pp. 136216882110115
Author(s):  
Ali Amjadi ◽  
Seyed Hassan Talebi
Keyword(s):  
Reading Comprehension ◽  
Rural Areas ◽  
Reading Strategies ◽  
Multiple Choice ◽  
Strategy Instruction ◽  
Teaching Reading ◽  
Social Emotional ◽  
Reading Tests ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS

2020 ◽  
Vol 1 (01) ◽  
pp. 67-82
Author(s):  
Rizka Nurul Atika
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Visual Style ◽  
The Difference ◽  
Correlational Method ◽  
And Gender

Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

Two Barriers to Teaching Culture in Foreign Language Classroom

2016 ◽  
Vol 6 (5) ◽  
pp. 1128
Author(s):  
Xinxiao Yang ◽  
Dianbing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
College Level ◽  
Teaching Culture ◽  
Culture Teaching ◽  
Language Instructors ◽  
Barriers To Teaching ◽  
Beliefs And Attitudes

The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.

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