scholarly journals How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

2020 ◽  
Vol 6 (2) ◽  
pp. 425
Author(s):  
Piyawadee White ◽  
Jutarat Vibulphol
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Instructional Strategy ◽  
Positive Effects ◽  
English Reading ◽  
Thai Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
English Instruction ◽  
Instruction Approach

One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

scholarly journals A STUDY OF ENGLISH READING COMPREHENSION USING CONTENT-BASED INSTRUCTION APPROACH

2017 ◽  
Vol 5 (1) ◽  
pp. 368-375
Author(s):  
Panida Khruawan ◽  
Nutprapha K. Dennis
Keyword(s):  
Reading Comprehension ◽  
Critical Level ◽  
Simple Random Sampling ◽  
Arithmetic Mean ◽  
English Reading ◽  
Post Test ◽  
Research Findings ◽  
English Reading Comprehension ◽  
Based Instruction ◽  
Instruction Approach

The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.

scholarly journals EFL Students’ Personalized Reading Experiences and its Influence on Engagement and Online Presences

2021 ◽  
Vol 9 (4) ◽  
pp. 196-209
Author(s):  
Aysegul Liman Kaban
Keyword(s):  
Reading Comprehension ◽  
Learning Analytics ◽  
Peer Interactions ◽  
Reading Program ◽  
Book Reading ◽  
Factors Affecting ◽  
Electronic Reading ◽  
English Reading ◽  
Screen Reading ◽  
Efl Students

These days, screen reading has been widely adopted and discussed by school teachers and researchers. However, few studies have been conducted to formally evaluate the effectiveness of screen reading in improving EFL students’ English reading comprehension, not to mention investigating the factors affecting their reading comprehension outcomes. In this study, a personalized electronic reading approach was proposed for an EFL reading comprehension course; moreover, a learning analytics approach was used to analyze factors affecting the students’ personalized reading comprehension outcomes. A 14-week research design was implemented with the online personalized reading approach using Microsoft Teams as the platform for facilitating and recording peer-to-peer interactions during the screen reading process. In addition, the STUDENTS’ perceptions were surveyed at the end of the 14 weeks. The results show that the experimental group was more engaged and motivated with the use of a personalized e-book reading program and that the group with personalized feedback showed more interaction according to learning analytics data which was collected through the LMS.

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

Developing EFL Students’ Reading Comprehension and Reading Engagement: Effects of a Proposed Instructional Strategy

2017 ◽  
Vol 7 (1) ◽  
pp. 37
Author(s):  
Safaa M. Abdelhalim
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategy ◽  
Reading Engagement ◽  
Habits Of Mind ◽  
Control Group ◽  
Reading Practice ◽  
Comprehension Skills ◽  
Efl Students ◽  
Based Instruction ◽  
Reading Comprehension Skills

This study investigates the effectiveness of a proposed instructional strategy based on habits of mind and shared inquiry in developing reading comprehension and reading engagement among EFL learners at a KSA university. Integral to the study was the use of two main instruments: reading comprehension test and reading engagement survey. The experimental group received reading strategy and reading engagement training activities in addition to general reading practice, while the control group focused only on developing general reading comprehension skills. The data, coded in terms of a range of measures of literal, inferential, and critical reading skills as well as reading engagement, were subjected to t-tests. The results indicate that after the intervention, although some reading comprehension gains were achieved by the CG, the EG achieved higher levels in reading comprehension skills and engagement. Thus, findings revealed support for the proposed strategy. The findings have significant implications for EFL pedagogy, highlighting the effective impact of strategy based instruction on development of reading comprehension.

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Vol 12 (1) ◽  
pp. 339-356
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

2021 ◽  
pp. 001440292110508
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Alexis N. Boucher ◽  
Katherine O’Donnell ◽  
Elizabeth A. Swanson
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Background Knowledge ◽  
Upper Elementary ◽  
Positive Effects ◽  
Theories Of Reading ◽  
Comprehension Intervention

Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes ( g = .59, p < .001, 95% confidence interval [CI] [0.47, 0.74], τ2 = .31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

scholarly journals USING YOUTUBE TO IMPROVEEFL READING COMPREHENSION AMONG VOCATIONAL

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Nuramah Hayikaleng ◽  
Subadrah Madhwa Nair ◽  
Hariharan N Krishnasamy
Keyword(s):  
Reading Comprehension ◽  
Technical College ◽  
Control Group ◽  
First Year ◽  
Vocational Students ◽  
English Classrooms ◽  
Positive Effects ◽  
English Reading ◽  
Post Test ◽  
Quasi Experimental

In Thailand, YouTube has not been widely used for educational purposes especially in Narathiwat. The purpose of  this  study was to  investigate  the  effects of using YouTube  on EFL reading comprehensionamong vocational students. A  quasi-experimental  design  was  adopted.  Two  groups  of  first  year  vocational students at Narathiwat Technical College were purposefully assigned to the experimental and the control groups. The instruments used in this study were pre-test and post-test. Students in the experimental group were taught reading comprehension using YouTube and the students in the control group were taught using conventional method. The results showed positive effects of using YouTube. Therefore, YouTube  should be considered  as  an  effective  instructional  tool  for  improving English reading comprehension and as an important teaching resource in English classrooms.

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