scholarly journals The Countervailing Effect of Language Proficiency and Cultural Adaptation on the Frequency of Cognitive-Metacognitive Strategies among EFL Readers

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Ebrahim Daryaee Motlagh ◽  
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Expository Texts ◽  
Advanced Learners ◽  
Intermediate Students ◽  
Language Groups ◽  
Culturally Adapted ◽  
Intermediate Learners ◽  
Comprehension Tests

This article is an attempt to investigate how advanced and high-intermediate learners of English receiving culturally familiar or nativized contents may differ in terms of both their performance in reading comprehension and the use of cognitive and metacognitive strategies. To this end, a total of 73 advanced and high-intermediate students of English were selected and assigned to two groups in order to acquire relevant data across different levels of language proficiency. Subsequently, the participants received culturally adapted texts with sociologically, semantically and pragmatically nativized contents in the form of narrative and expository texts. Following this step, the participants were given reading comprehension tests and cognitive-metacognitive questionnaires. While culturally familiar texts are generally believed to have facilitating impacts on the overall reading comprehension for all language groups, the findings of the present study suggest that the advanced learners of English may use these strategies more frequently compared to high-intermediate learners of English. These results may raise strong implications concerning the suitability and effectiveness of nativized or culturally adapted materials for learners at varying levels of language proficiency.

Electronic Strategies to Improve Chinese Reading Skills

2011 ◽  
pp. 237-252 ◽  
Author(s):  
Jing Wang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Chinese Reading ◽  
Vocabulary Retention ◽  
Intermediate Students ◽  
Good Practices ◽  
Study Results ◽  
Intermediate Learners

This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with hyperlinked dictionaries. The study results indicate that it is practical to let intermediate students read authentic e-materials when aided by hyperlinked dictionaries, which can improve reading comprehension and vocabulary retention. Guided by the findings from these studies, good practices on how to use authentic e-materials and hyperlinked dictionaries to improve reading skills for intermediate students are introduced. It is recommended that in order to achieve optimal results when using technology, instructors need to employ systematic strategies to support and guide students in the reading process.

scholarly journals The Effect of Pre-reading Activities on Male ESL Upper-Intermediate Students’ Comprehension in a Post Basic Education School in Oman?

2016 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Jamel Eddine Al Akremi
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Negative Attitude ◽  
Control Group ◽  
Intermediate Students ◽  
Education School ◽  
Comprehension Ability ◽  
Reading Activities ◽  
The Impact ◽  
Comprehension Tests

The study aimed at investigating the impact of pre-reading activities on male ESL upper-intermediate students’ comprehension in a post-basic education school in Oman. To this end, two reading comprehension tests and two questionnaires were administered to two groups of participants. One group served as control and the other served as experimental. Control group were assigned a reading comprehension test with follow up questions to answer. However, experimental participants were introduced to 10 minute-pre-reading activities prior to starting the test. The findings drawn from the comprehension tests revealed that experimental participants outperformed control participants. Data drawn from questionnaires showed that control group had a negative attitude to reading a text without pre-reading activities. However, experimental group had a positive attitude to reading a text after being introduced to the pre-reading activities. Although the study has shown empirically how effective the schema-based pre-reading activities were in maximizing ESL leaners’ comprehension ability, it had its limitations. It was restricted in setting and gender. It involved only two post-basic state schools. It was also restricted to male students. Second, it was limited to only two sample groups. Nevertheless, the findings of this study have confirmed preceding research on the effectiveness of the pre-reading activities and how they facilitate L2 learners’ comprehension ability of the target text. Therefore, it might be paramount for teachers and syllabus designers to incorporate pre-reading activities, which are in different forms and types, to the reading texts students read

scholarly journals Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students

2019 ◽  
Vol 5 (2) ◽  
pp. 59-74
Author(s):  
Justyna Kendik-Gut
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Statistical Tests ◽  
Background Knowledge ◽  
Study Groups ◽  
Domain Specific ◽  
Proficiency Level ◽  
Two Factors ◽  
Almost All ◽  
Comprehension Tests

This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.

scholarly journals Test-taking Strategies on Reading Comprehension Tests: A Review of Major Research Themes

2018 ◽  
Vol 6 (3) ◽  
pp. 207
Author(s):  
Mohammed S. Assiri ◽  
Emad A. Alodhahi
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Test ◽  
Reading Tests ◽  
Test Taking ◽  
Research Themes ◽  
Test Taking Strategies ◽  
And Performance ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

<p><em>There is a growing body of thought and research on strategy use on tests of reading comprehension. Nevertheless, there have been few research reviews that have treated major themes involved in thought and research on test-taking strategies, specifically in the context of reading comprehension. Hence, this paper reviews the themes that are central to the discussion of strategy choice and use on reading comprehension tests. Research themes that form the foci of the paper include discussion of test-taking strategies as they relate to the process of reading test-taking, formats of reading tests, validation of reading tests, level of language proficiency, and performance on tests of reading comprehension.</em></p>

scholarly journals Speeded Vs. Canonical C-Tests: Psychometric Characteristics

2017 ◽  
Author(s):  
ELT Department
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Native Speakers ◽  
Psychometric Characteristics ◽  
Advanced Learners ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The C-test as a measure of first and second language proficiency suffers from ceiling effect. That is, the C-test is very easy for native speakers and for advanced second language learners and many examinees obtain full scores. Therefore, the test cannot distinguish among advanced learners or native speakers. Grotjahn, Schlak, and Aguado (2010) and Grotjahn (2010) suggested Speeded C-test or Standard-C-test as a remedy for this problem. They argued that if C-test is administrated under time constraint it can better differentiate among advanced learners and native speakers. In this study we aimed to compare the psychometric characteristics of speeded and standard C-test and investigate the relationship between standard and speeded C-test and reading comprehension. One-hundred Iranian undergraduate EFL learners studying at Islamic Azad University and Tabaran University of Mashhad, Khorasan Razavi, Iran, were selected to take part in this research. A standard (power) C-test, a speeded C-test, and a reading comprehension test were given to the students. Findings revealed that both speeded C-test and standard C-test could measure reading comprehension ability but standard C-test is a better predictor of reading comprehension ability and enjoys higher reliability. Exploratory factor analysis of the data resulted in a one-factor solution. All C-test passages (speeded and power) and reading comprehension passages loaded heavily on the single extracted factor. Nevertheless, power C-test passages had higher loadings compared to speeded passages.

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

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