YAITS

2021 ◽  
pp. 171-190
Author(s):  
Aysegul Liman Kaban
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Sixth Grade ◽  
Positive Influence ◽  
Book Reading ◽  
Control Group ◽  
Electronic Book ◽  
Significant Difference ◽  
Efl Students ◽  
Printed Text

An educational, personalized electronic book called You Are in the Story (YAITS) is evaluated to assess its effectiveness on reading comprehension and motivation on sixth grade EFL students in a state secondary school in Turkey. The study was conducted with 48 students (aged 11-12) that included reading comprehension scores and reading motivation scores. Results indicated that reading comprehension scores showed no significant difference between groups. YAITS considerably led to superior reading motivation scores compared to the printed guided reading control group. Personalized e-book reading had a positive influence on the internal reading motivation of the learners. Participant students claimed that they preferred to read in their free time the printed version of the books because of the sense of ownership that the printed text storybooks offered.

scholarly journals Children’s Reading Comprehension and Motivation on Screen Versus on Paper

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098884
Author(s):  
Ayşegül Liman Kaban ◽  
Sirin Karadeniz
Keyword(s):  
Reading Comprehension ◽  
Sixth Grade ◽  
Reading Program ◽  
Control Group ◽  
Young Generation ◽  
School Students ◽  
Treatment Groups ◽  
Electronic Reading ◽  
Significant Difference ◽  
The Impact

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

scholarly journals The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement

2015 ◽  
pp. 91-118
Author(s):  
Maysaa Rasheed Abdul-Majeed
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
College Of Education ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Efl Students ◽  
Scaffolding Strategies ◽  
Academic Year ◽  
Experimental Group

   Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.

scholarly journals Using Read Encode Annotate and Ponder (REAP) Technique to Increase Reading Comprehension: A Case of the Eleventh Grade Students of SMA Negeri 6 Semarang

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supriyantini Supriyantini
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Influence ◽  
Control Group ◽  
Significant Difference ◽  
The Mean ◽  
Study Case ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that  is higher than  because 7.5 > 2.00. It means that is acceptable and  is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.

scholarly journals Using Read Encode Annotate And Ponder (Reap) Technique to Increase Reading Comprehension: a Case of the Eleventh Grade Students of SMA Negeri 6 Semarang in Academic Year 2014/2015

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supriyantini Supriyantini
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Influence ◽  
Control Group ◽  
Final Project ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Better Than

This final project is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang in Academic Year 2014-2015. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that  is higher than  because 7.5 > 2.00. It means that is acceptable and  is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

2016 ◽  
Vol 9 (9) ◽  
pp. 18
Author(s):  
Rungruedee Chaemsai ◽  
Saowalak Rattanavich
Keyword(s):  
Reading Comprehension ◽  
Traditional Approach ◽  
Control Group ◽  
Ethical Awareness ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
Randomized Control ◽  
Directed Reading ◽  
Dependent Samples

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan: أثر استراتيجية تستند للمنحى التواصلي في الاستيعاب القرائي لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Maryam Hammad Abdallah Al-mousah
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Control Group ◽  
Validity And Reliability ◽  
Continuous Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Communicative Approach ◽  
Experimental Group

The study aimed to reveal the effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan. To achieve the aims of the study, a test was designed to measure reading comprehension skills, and its validity and reliability were confirmed, The semi-experimental design was adopted, as the experimental group consisting of (25) students was studied according to the strategy based on the communicative approach, and the control group consisting of (25) students was studied in the usual way, The test was applied to the two groups before and after the experiment, The results of the ANCOVA analysis showed that there was a statistically significant difference at (α≤05,0) between the two groups due to the strategy based on the continuous approach in improving reading comprehension, and for the benefit of the experimental group. The study recommended employing a communicative approach in teaching the Arabic language topic, and conducting other similar studies in different educational stages and with new changes.

scholarly journals Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Mehdi Nasri
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

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