scholarly journals The Effects of Leveled Reading on Second Language Learners

2021 ◽  
Vol 7 (4) ◽  
pp. 1281-1299
Author(s):  
Aisha Alowais
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
United Arab Emirates ◽  
Reading Fluency ◽  
Second Language Learners ◽  
Reading Program ◽  
Mixed Method Research ◽  
Positive Effects ◽  
The Impact

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development.  The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

scholarly journals THE PRACTICAL IMPLEMENTATION OF AN EFFECTIVE DIGITAL READING PROGRAM TO ENHANCE LITERACY SKILLS WITH RESPECT TO SECOND-LANGUAGE LEARNERS DURING COVID-19 PANDEMIC.

2021 ◽  
Vol 9 (2) ◽  
pp. 876-884
Author(s):  
D. HETHESIA, Et. al.
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Reading Program ◽  
Literacy Skills ◽  
Practical Implementation ◽  
Digital Tool ◽  
Digital Assessment ◽  
Tools And Techniques ◽  
The Impact

The age of digitalization empowers the whole world with distinct digital tools and techniques which paves way for the paradigm shift in the process of teaching as well as learning. As it has been broadened, the paper assignment has been transferred into digital and conventional becomes contextual. In order to reflect such changes in the system of education, a study was taken up to report using ICT digital tool ‘readworks.org’ for digital assessment on the account of observing the impact of reading skills and encourage them to be imbibed on the level of comprehension. The blended learning is encouraged in college grades as students centered learning is being totally indulged in both off line and online class mode. This acknowledged change in the context of education motivates language instructors to show learners on examining information by comprehending` the context and responding towards it. This work shows an experimental study which was done by 110 second language learners from two different branches of engineering college. The study consists of fifty-four students from the department of Electrical and communication Engineering and fifty-six from the department EEE. During this pandemic this reading based activity provided effective results and invigorates both language instructor and learners to be viably participated on this successful usage of the digital tool readworks.org in the fast and compelling enhancement of comprehension skills.

scholarly journals The Impact of Wait Time Instruction and Teaching Experience on Teachers’ Feedback in Moroccan Speaking Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sana SAKALE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Wait Time ◽  
Teaching Experience ◽  
Historical Background ◽  
Ex Post ◽  
Ex Post Facto ◽  
The Impact

Instruction plays a major role in the development of speaking skills for second language learners. Different approaches and methods have emerged throughout the history of language learning/teaching based on the influence of different theories of language, psychology, and related domains such as psycholinguistics, sociolinguistics, pragmatics and cultural studies. Two major trends in language teaching emerged under the influence of these mentioned language theories, namely, accuracy based versus fluency based approaches. This article gives a historical sketch up to these trends in an attempt to provide a historical background and to empirically bring evidence that wait time instruction and teaching experience can impact classroom feedback in Moroccan classes. Relevant questions related to the role of teachers’ experience in leading different types of feedback, the effect of the number of teaching years as well as the correlation between wait time instruction and the corresponding teaching experience are closely investigated. This article adheres to a mixed design or what has been identified in research methodology as ex-post facto (Cohen, Manion, Morrison, 2007). Therefore, it is both a qualitative and a descriptive one. For the type of instructions used, the results obtained show the insignificance of the impact of experience on this variable. On the other hand, results retained that wait- time instruction in comparison to other items recorded a higher significance of the impact of experience. Therefore, current article brings empirical evidence on how wait- time instruction plays a crucial role in spoken activity for second language learners.

scholarly journals Voicing up in Debate Competition: Oral Development of Two Malaysian ESL Learners

2016 ◽  
Vol 12 (12) ◽  
pp. 90
Author(s):  
Farzaneh Amiri ◽  
Moomala Othman ◽  
Maryam Jahedi
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Qualitative Approach ◽  
Linguistic Resources ◽  
Communicative Strategies ◽  
English Second Language ◽  
Oral Development ◽  
Esl Learners ◽  
The Impact

This research used a qualitative approach to focus on the classroom debate between Malaysian English second language learners (ESL). Since debate has been often perceived as not a suitable activity for low proficiency students due to their limited linguistic resources, there has not been much emphasis on the impact of debate on incompetent ESL learners; however, this study was an attempt to concentrate on two students who were not competent in English to investigate their oral development via debate. The study observed the communicative strategies employed in this challenging task during the five debate rounds. Although the progress made was quite limited, the study showed that debate competition can be a relevant and meaningful practice for speaking activity among low proficiency students. Moreover, it showed that debate can be used to scaffold students’ practice in speaking.

Vowel learning in diglossic settings: Evidence from Arabic-Greek learners

2020 ◽  
pp. 136700692094539
Author(s):  
Georgios P Georgiou ◽  
Charalambos Themistocleous
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Variety Versus ◽  
Vowel Duration ◽  
Formant Frequency ◽  
Egyptian Arabic ◽  
Arabic Speakers ◽  
Language Variety ◽  
The Impact

Aim and questions: Second language learners are often acquiring a second language (L2) in multilingual and bidialectal sociolinguistic environments. The competing pronunciations can be challenging to language learners. This study aims to determine the effects of language variety—standard variety versus local variety—on L2 vowel learning. Methodology: Vowel productions from 55 speakers were analyzed in the study; 10 speakers of Egyptian Arabic were recorded in a reading task producing Greek vowels and their vowel productions were compared to L1 vowel productions produced by 20 Standard Modern Greek and 25 Cypriot Greek speakers from a study by Themistocleous. Data and analysis: We conducted linear mixed effects models and tested the effects of language variety, vowel, and stress on the first and second formant frequency and on vowel duration. Findings: Egyptian Arabic speakers merge the middle Greek vowels /e/ and /o/ and the high /i/ and /u/ vowels. Also, they did not differentiate phonetically between L2 stressed and unstressed vowels. These findings are arguably an effect of the L1 vowel structure on L2 vowels. The two varieties exercised competing effects on learners’ vowel productions, which suggests that both varieties are influencing vowel learning. Originality: There has been substantial research on L2 vowel learning in monolingual environments but not in diglossic environments; this study fills this gap by offering evidence about vowel learning in diglossic environments. Implications: In modern societies, communication takes place in multilingual environments. The findings highlight the impact of diglossia on L2 vowel learning and, ultimately, they demonstrate the importance of sociolinguistic factors on L2 learning.

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals Assessment of English Oral Reading Fluency Rates for Grade seven English Second Language Learners in Tanzania

2021 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Sadiki Moshi Feruzi
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Second Language Learners ◽  
Difficulty Level ◽  
Non Fiction ◽  
English Second Language ◽  
The Difference ◽  
Study Context

This study aimed at assessing reading rates for learners in grade seven English second language (ESL) in Morogoro region, Tanzania. A total of 220 participants were randomly selected and assigned two grade appropriate English texts to read so as determine their reading rates. Fluency scale test was used to assess pupils’ reading fluency rates and the data was statistically analysed using SPSS software. It was necessary to asses pupils’ reading rates in the study context because there are no established fluency rate norms set for grade seven pupils in the country. In this case the current study serves as a reference for improvement. Results show that grade seven pupils in Morogoro region had an average reading fluency rate of 101words per minute (WPM) for fiction text and 95WPM for non-fiction text. The difference in the two texts can be due to the length of words and difficulty level in non-fiction text against fiction text. The scored rate is below the adopted benchmarks which implies that these pupils are at risk in reading fluency, consequently, calling for immediate interventions.  

scholarly journals Effects of Cognate Status on Word Comprehension in Second Language Learners: An ERP Investigation

2011 ◽  
Vol 23 (7) ◽  
pp. 1634-1647 ◽  
Author(s):  
Katherine J. Midgley ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Comprehension ◽  
N400 Component ◽  
L1 And L2 ◽  
English Students ◽  
L1 English

ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes in the N400 component when compared with noncognates. L1 items that were cognates showed early differences in amplitude in the N400 epoch when compared with noncognates. L2 items showed later differences between cognates and noncognates than L1 items. The results are discussed in terms of how cognate status affects word recognition in second language learners.

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