Online English Reading Instruction in the ESL Classroom Based on Constructivism

2019 ◽  
Vol 9 (2) ◽  
pp. 39-49
Author(s):  
Yan Liu ◽  
Hongbing Liu ◽  
Yan Xu ◽  
Hongying Lu
Keyword(s):  
Reading Instruction ◽  
Reading Proficiency ◽  
Internet Technology ◽  
Student Interest ◽  
Innovative Methods ◽  
Underdeveloped Area ◽  
English Reading ◽  
Online Methods ◽  
The Impact ◽  
Interest And Motivation

With the development of Internet technology, teachers are constantly seeking innovative methods to match the potential of enhanced technology. Although many studies have been conducted before on this subject, they are not enough in this field. The purpose of this article is to explore innovative designs to change traditional modes of teaching and examine the impact of online English instruction of reading, based on constructivism. The research study was carried out at the Number 9 middle school of Bengbu, an underdeveloped area of China. In the study, online methods were compared with traditional textbook literature methods to improve the reading proficiency of students. A questionnaire survey was designed specifically for this study and it was administered to the students at the end of a semester, and the data was analyzed. The outcome of this study indicated that students considered online method as effective and that they gained more knowledge. This method helped them in improving their reading skills, aroused student interest and motivation, and exam performance of the students has been improved significantly, and thus, it created a positive learning situation.

Online English Reading Instruction in the ESL Classroom Based on Constructivism

2020 ◽  
Vol 48 (4) ◽  
pp. 539-552
Author(s):  
Yan Liu ◽  
Hongbing Liu ◽  
Yan Xu ◽  
Hongying Lu
Keyword(s):  
Reading Instruction ◽  
Online Instruction ◽  
Reading Skills ◽  
Internet Technology ◽  
Learning Situation ◽  
Innovative Methods ◽  
Underdeveloped Area ◽  
English Reading ◽  
Interest And Motivation ◽  
Esl Classroom

With the development of Internet technology, teachers are constantly seeking innovative methods to match the potential enhancement of technology. Although many studies have been done before, these are not enough in this field. The purpose of this article is to explore innovative designs to change traditional instruction mode and test its impact. The case was carried out in English as a Second Language (ESL), classroom of NO.9 middle school of Bengbu, an underdeveloped area of China. We compared online instruction with traditional textbook literature methods to improve the reading skills of students; a questionnaire survey designed specifically for this study was conducted at the end of semester; and the collected data were processed. The findings of this study indicated that online instruction is effective, students have gained more knowledge and information through Internet than before, it helped them to improve reading skills, arouse students’ interest and motivation in learning, exam results of students have been improved significantly, and it created a positive learning situation.

Internet-Assisted English Reading Teaching Based on Constructivism

2019 ◽  
Author(s):  
Yan Liu ◽  
Yan Xu ◽  
Hongying Lu
Keyword(s):  
Reading Proficiency ◽  
Internet Technology ◽  
Innovative Teaching ◽  
Underdeveloped Area ◽  
English Reading ◽  
Teaching Of Reading ◽  
The Impact ◽  
Reading Teaching ◽  
Interest And Motivation ◽  
Better Than

With the development of Internet technology, teachers are constantly seeking innovative teaching methods to match the potential of enhanced technology. Although many studies have been performed before , they aren’t enough in this field. The purpose of this paper is to explore innovative teaching designs and examine the impact of Internet-assisted English teaching of reading based on constructivism. The case is carried out in NO.9 middle school of Bengbu, a underdeveloped area of China, most of students aren’t interested in learning English .We compared Internet-assisted with traditional textbook literature methods to improve the reading proficiency of students, using a questionnaire survey,pre-test and post-tests comparisons. The result showed Internet-assisted English reading teaching is better than textbook. It can arouse students' interest and motivation,reading proficiency and exam result of students have been improved significantly, created a positive learning situation.

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

scholarly journals The impact of blogging on Hong Kong primary school students' bilingual reading literacy

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Shek Kam Tse ◽  
Allan Hoi-kau Yuen ◽  
Elizabeth Ka-yee Loh ◽  
Joseph Wai-ip Lam ◽  
Rex Hung-wai Ng
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Mother Tongue ◽  
Reading Proficiency ◽  
Primary School Students ◽  
School Students ◽  
Reading Tests ◽  
English Reading ◽  
The Impact ◽  
Chinese And English

<span>This study looked at the types of blog consulted by 1,298 Primary 4 students in Hong Kong and whether such consultation influenced performance on standardised tests of Chinese and English reading comprehension. When students were asked if they consulted Chinese and English blogs, 42% said they looked at Chinese blogs and 19% said they looked at English blogs. This difference was anticipated since Chinese is the mother tongue of most primary school students in Hong Kong and English is a second language. The themes of sites consulted were categorised into types: the Chinese blogs being able to be categorised into three types, and the English blogs into two. Boys and girls differed in their choice of Chinese and English blog topics and the strength of the students' Chinese and English reading proficiency clearly had some influence on the choice of blogs consulted. Factor analysis was used to group together types of blog and analysis of variance was applied to test differences in performance. With over half of the students saying they did not consult either Chinese or English blogs, it is unwise to draw weighty conclusions about the influence of blogging on reading standards. There was little evidence that regularly consulting the Internet was associated with high grades on either Chinese or English reading tests. Given the large number of students who said they had never consulted blogs, discussion of the analytical outcomes and conclusions are guarded but recommendations are offered.</span>

scholarly journals Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context

2012 ◽  
Vol 1 ◽  
pp. 199-212
Author(s):  
Young-Mee Suh
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Language Proficiency ◽  
Lesson Plan ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Instructional Model ◽  
School Students ◽  
Post Secondary ◽  
English Reading

This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content at the same time, it can be a desirable instructional model in ESL/EFL reading classes. Targeting post-secondary school students whose English reading proficiency levels are in between intermediate and highintermediate, this paper illustrates each stage of the CALLA instructional model and provides a sample lesson plan. ESL/EFL teachers may utilize the demonstration or the lesson plan in a real teaching situation to help learners be successful ESL/EFL readers while increasing their content knowledge and language proficiency.

scholarly journals A Case for Improved Reading Instruction for Academic English Reading Proficiency

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Glenn Ole Hellekjær
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Reading Proficiency ◽  
Testing System ◽  
Academic English ◽  
School Students ◽  
Academic Reading ◽  
English Reading ◽  
Upper Secondary ◽  
International English

This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS) Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL) subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL) instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

scholarly journals Analysis of teacher performance to build student interest and motivation towards mathematics achievement

2021 ◽  
Vol 10 (1) ◽  
pp. 42
Author(s):  
Hardi Tambunan ◽  
Bornok Sinaga ◽  
Wahyu Widada
Keyword(s):  
Data Analysis ◽  
Mathematics Achievement ◽  
Data Collection ◽  
Student Motivation ◽  
Teacher Performance ◽  
Junior High Schools ◽  
Cluster Sampling ◽  
Student Interest ◽  
The Impact ◽  
Interest And Motivation

<span>The purpose of this study was to determine the impact and categories of teacher performance in building student interest and motivation on mathematics achievement. The population in this study was students in the eighth grade of junior high schools from six public and two private schools, and a sample of 277 students was taken by cluster sampling. Data collection instruments used a questionnaire, and data analysis was done by using by descriptive and path analysis. The results of data analysis showed that partially, teacher performance significantly affected student interest and motivation excel at mathematics. Simultaneously, teacher performance is very significant in influencing student interest and motivation to be excellent in mathematics. Partially, teacher performance builds interest and student motivation for mathematics achievement is low category. Simultaneously, teacher performance builds student interest and motivation to excel at mathematics is low category. Both of these can be caused by the ability of teachers to build motivation and interest is not good, so students are also less interested and motivated to learn mathematics.</span>

The Impact of Mobile Gadget in EFL Learning: Perceptions of EFL Undergraduates

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Imam - Fauzi
Keyword(s):  
Self Report ◽  
Fourth Generation ◽  
Learning Activity ◽  
Advanced Country ◽  
Innovative Methods ◽  
Phone Calls ◽  
Teachers And Students ◽  
Efl Students ◽  
The Impact ◽  
Efl Learning

AbstractMost of young people are enthusiasticin having the most recent mobile gadgets just to boast among their peers. They likely utilize them to make phone calls, take pictures, listen to songs, watch videos, or surf the internet access for learning or just entertainment. In a technologically advanced country like Indonesia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile gadget for connecting and communicating.  Moreover, it has become a common trend among undergraduates to carry a mobile gadget to the classroom as well.In this paper, the researcher emphasize the potential of mobile gadgets as a learning tool for students and have incorporated them into the learning environment.The present study examines the application of mobile gadgetin EFL learning and investigates the perceptions of EFL students about mobile gadget in learning activity.  A field study was conducted on thirty undergraduatestudents majoring in accounting study Serang Raya University.  The methodology of data collection included a self-report for students and teachers’ and students’ questionnaire. Findings of the research are significant for EFL teachers and researchers for introducing innovative methods and helpful materials for the English classroom.Keywords: Mobile gadget, students’ perception, teachers’ perception..

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