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 The Effect of Pre-reading Activities on the Comprehension of L2 Texts by Iranian Pre-intermediate EFL Learners

2019 ◽  
Vol 9 (3) ◽  
pp. 14
Author(s):  
Roghayeh Rasouli ◽  
Akhtar Zohouri Vaghei ◽  
Majid Pourmohammadi
Keyword(s):  
Reading Comprehension ◽  
Reliability Index ◽  
Population Based ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
New Treatment ◽  
Reading Activities ◽  
Experimental Group ◽  
Reading Comprehension Ability

This present study investigated the effects of pre-reading activities on the reading comprehension ability of Iranian pre-intermediate level EFL learners. To this end, 40 female EFL learners with the age of 14 to 18 who were studying at Soroush English Institute in Rasht, Iran were selected from a larger population based on their performance on a Quick Placement Test. Then the participants were randomly assigned to one experimental and one control group. A pretest piloted before with the reliability index of .86 was administered to both groups. Next, the experimental group received 10 sessions treatment that was vocabulary pre-teaching. Meanwhile, the control group received its usual classroom teaching. Then, a posttest with the reliability index of .88 was administered to both groups. The result of this study revealed that experimental group who received the new treatment achieved higher proficiency in reading comprehension than the control group. Therefore, the result of this study confirmed that pre-reading activities and vocabulary pre-teaching can statistically improve the participants’ reading comprehension ability.

scholarly journals The Influence of Survey, Question, Read, Recite, Review Method Toward Reading Comprehension Ability Mediated by Working Memory

2020 ◽  
Vol 9 (1) ◽  
pp. 85
Author(s):  
Nani Restati Siregar ◽  
Muhammad Ilham ◽  
Mansyur M.
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Empirical Study ◽  
Mediating Effect ◽  
Control Group ◽  
Survey Question ◽  
Phonological Working Memory ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

Reading comprehension plays a vital role in students' academic achievement. This empirical study aims to determine the influence of survey, question, read, recite, and review (SQ3R) method on reading comprehension ability. The impact of mediation on semantic and phonological working memory toward reading comprehension ability after being given the SQ3R method. The empirical study was Quasi-experimental with untreated control group design with dependent pretest and posttest samples. The total participants are 57 students in elementary school. Thirty of the subjects were selected based on colored progressive matrices and reading comprehension measurement in equal. In this case, 15 students as treatment groups and 15 students as a control group. Backward digit span task was used to measure phonological working memory, sentence completion, responsibility for semantic working memory, and reading comprehension test for reading comprehension ability. Causal analysis technique by SPSS MACRO PROCESS was used to examine the hypothesis of the research. The results revealed that there was an influence SQ3R method toward reading comprehension ability. Semantic working memory and phonological working memory are mediate between SQ3R and reading comprehension, but the mediating effect of semantic working memory is more reliable than phonological working memory. This research indicated that the effectivity of the SQ3R method to improve reading comprehension was mediated by working memory capacity in Bajo’s children.

scholarly journals The Effects of Visualization Training Techniques on Reading Comprehension Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Zahra Sanati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Comprehension Ability ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study was conducted to investigate the impact of visualization on reading comprehension ability of Iranian intermediate EFL learners. To fulfill the purpose of the study, 40 out of 100 intermediate learners of an English language institute were chosen by means of administering a PET Test. Based on the results of the homogenizing test, two groups were formed, and learners were not randomly assigned to an experimental group and a control one. Then, both groups were provided with seven teaching sessions. A pretest was given to all examinees to capture the initial differences. Learners in the experimental group were taught to visualize the words using a variety of visualization strategies before, during, and after reading the text in class. However, students in the control group were provided with a conventional instruction in traditional classes like reading the text aloud, translating the text, and providing synonyms and antonyms, if it was needed. After teaching sessions, a posttest was given to students of both groups. The statistical analysis of obtained results using paired t-test and ANCOVA revealed that the participants in the experimental group outperformed the participants in the control group. The findings of this study showed that the effect of visualization as an instructional technology on Iranian EFL learners’ reading comprehension was extremely noticeable. The findings of the present study may have some theoretical and practical implications for both Iranian EFL teachers and students, as well as for curriculum designers and developers.

scholarly journals Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

2019 ◽  
Vol 4 (2) ◽  
pp. 129
Author(s):  
Yuni Putri Utami ◽  
Sugirin Sugirin
Keyword(s):  
Reading Comprehension ◽  
Posttest Score ◽  
Control Group ◽  
School Life ◽  
Teaching Aids ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Directed Reading ◽  
Reading Activities ◽  
Critical Thinker

<p><em>T<em>he current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.</em><br /></em><em></em></p>

scholarly journals The Effect of Cultural Schemata on EFL Learners’ Reading Comprehension Ability

2020 ◽  
Author(s):  
Hiba Bensalah ◽  
Noureddine Guerroudj
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Background Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Cultural Schemata ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

This research study aims to investigate the impact of cultural schemata on the process of reading culturally- loaded texts, and whether the use of pre-reading activities recompenses for the absence of cultural familiarity. In this regard, EFL readers bring to the text a wide range of experiences. Consequently, such diversity of prior knowledge influences their perception and interpretation of foreign language texts. Here comes the role of cultural schemata, which is indeed a very critical role. How do cultural differences in background knowledge influence student’s reading comprehension ability? To recognize the effect of cultural schemata on comprehension, it is essential first to understand the significant role that background knowledge plays in the reading process. Therefore, to carry out this research, a selection of reading comprehension tests was assigned for an experimental and a control group in a quasi-classroom experiment of first-year EFL students at Ibn Khaldoun University (Tiaret). While the experimental group was provided with pre-reading tasks to activate their background knowledge, the control group received no treatment. We collected data from 40 participants, and the results show that many EFL learners belonging to the control group display a lack of cultural schemata since their prior-knowledge is not activated, which may well impact negatively on their reading practices. By contrast, participants of the experimental group performed better in the comprehension test than those in the control group. In brief, there is a correlation between activating students’ background knowledge and the increase of reading comprehension ability.

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 ACTUATING READING COMPREHENSION THROUGH GENRE-BASED DIRECTED READING THINKING ACTIVITIES (G-BDRTA) VIEWED FROM CRITICAL THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Ahmad Hanan ◽  
Muhammad Muhlisin ◽  
Taufik Suadiyatno
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Reading ◽  
Reading Activities ◽  
Student Team

The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.

scholarly journals Effects of Interaction on Reading Comprehension in the Secondary School Classrooms: An Action Research

2020 ◽  
pp. 13-20
Author(s):  
Md. Nasim Fardose Sajib ◽  
Nurun Nahar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Secondary School ◽  
Student Interaction ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Efl Classrooms ◽  
Pair Work

This study investigates the EFL classrooms to identify the role of interaction in reading comprehension classes. Student-student interaction through the form of pair-work was introduced while the pre-test and post-test measured its effect. Adequate classes were observed to identify the level of the control group students. This study tried to find out the role of interaction in facilitating students’ reading comprehension. It had found that when the students got the opportunity to interact through pair-work, they became their source of input. And it was evident that after the introduction of interaction, their comprehension ability enhanced as they correctly answered more questions in the post-test than in the pre-test. Based on the results, the study also recommends the introduction of interaction to enhance students’ skill in listening, speaking, and writing.

scholarly journals THE IMPACT OF TRANSLANGUAGING APPROACH ON TEACHING ARABIC READING IN A MULTILINGUAL CLASSROOM

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saidna Zulfiqar Bin-Tahir ◽  
Ummu Saidah ◽  
Nuril Mufidah ◽  
Riki Bugis
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Education Department ◽  
Written Test ◽  
Multilingual Classroom ◽  
And Control ◽  
The Impact ◽  
Better Than

 The study aimed at measuring the effect of translanguaging approach in teaching Arabic reading comprehension to the second semester students of Indonesian Education Department, Universitas Iqra Buru. 64 students involved as the participants through simple random sampling technique. 32 students participated in each of the experimental and control group. The researchers used reading test of written test to obtain information about the students’ achievemnt in reading on the use of translanguaging approach and it was distributed to the respondents after the last treatment given. To find out the mean score, standard deviation and the t-test value between the pretest and the posttest the researchers used the SPSS 17 program. The researchers found that the use of translanguaging approach in learning Arabic reading comprehension improves the students’ ability of Arabic reading comprehension is better than the conventional method.

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