scholarly journals Peer Scaffolding During EFL Reading Activities: A Sociocultural Perspective

2021 ◽  
Vol 14 (12) ◽  
pp. 44
Author(s):  
Rattana Yawiloeng
Keyword(s):  
Reading Comprehension ◽  
Sociocultural Perspective ◽  
Test Procedures ◽  
Efl Teachers ◽  
Post Test ◽  
Efl Students ◽  
Peer Scaffolding ◽  
Scaffolding Strategies ◽  
Reading Activities ◽  
The Impact

The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students’ reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension. 

scholarly journals THE IMPACT OF KWL STRATEGY ON COLLEGE EFL STUDENTS' READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Majid Bani Madhi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Achievement Level ◽  
Post Test ◽  
Comprehension Process ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Iraqi EFL learners face difficulties in comprehending English language reading texts. It is well-established that the teaching strategies focusing on the nature of reading comprehension process are more effective than traditional methods when seeking to achieve a better comprehension of foreign language texts. This study investigates the impact of the KWL strategy on the college EFL students' reading comprehension achievement. KWL (Ogle, 1986) is an instructional reading method utilized to guide students while reading a text. Students brainstorm the whole thing they Know about a topic. This information is written down in the K column of a K-W-L chart. A list of questions about what they Want to Know about the topic is then developed. These questions are set out in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. To achieve the aim of this study, a sample selected randomly from the first-grade students, the department of English, Al-Imam Al-Kadhum Private University College, Misan, Iraq. Ninety-two males and females participated in the study and were distributed equally to an experimental group and a control group. Both groups were pretested to determine their achievement level and make sure that they are homogenous. The students in the experimental group were taught reading comprehension by the K.W.L strategy, while the control group were taught by a conventional method. Pre- and post-reading comprehension tests were managed to collect data. The data were analyzed using a two-sample t-test. The findings reveal the superiority of the experimental group students in the reading comprehension post-test over their peers in the control group. Therefore, the strategy can be beneficial for students’ reading comprehension. This study is a call for teachers to utilize new strategies and techniques for teaching reading compr

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals The Role of Inquiry Based Learning to Improve Reading Comprehension of EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Proficiency ◽  
Sampling Technique ◽  
Education Department ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.

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

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension

2013 ◽  
Vol 1 (1) ◽  
pp. 147
Author(s):  
Massoud Rahimpour ◽  
Mohaddeseh Hodaei ◽  
Davoud Amini
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Proficiency Level ◽  
Written Form ◽  
Reading Activity ◽  
Age Range ◽  
Reading Activities ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content related support (in written form) with the aim<br />of activating prior knowledge before administering reading comprehension questions. The results of the<br />statistical analysis of the data revealed that two types of pre-reading activity and proficiency level shad<br />positive effect on the learners’ reading comprehension. The study suggests that appropriate and<br />relevant pre-task activities should be employed at different proficiency levels to facilitate and improve<br />the learners’ reading comprehension.

scholarly journals The Impact of Blended Learning on Medical Students’ Reading Performance in a Saudi University

2019 ◽  
Vol 10 (4) ◽  
pp. 95
Author(s):  
Muhammad Al Roomy ◽  
Abdulaziz Althewini
Keyword(s):  
Reading Comprehension ◽  
Blended Learning ◽  
Vocabulary Knowledge ◽  
Learning Activity ◽  
Online Program ◽  
Extensive Reading ◽  
Freshmen Students ◽  
Positive Attitudes ◽  
Post Test ◽  
The Impact

This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students’ reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students’ significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students’ reading comprehension via blended learning modes.

scholarly journals Exploring the Dynamic Interplay between Note-taking Strategies and Reading Comprehension Performance of Moroccan EFL Students: A Quasi-Experimental Study

2020 ◽  
Vol 1 (2) ◽  
pp. 159-170
Author(s):  
Bani Koumachi
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Note Taking ◽  
Reading Practice ◽  
Arts And Humanities ◽  
Reading Material ◽  
Active Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Recently, at Moroccan tertiary level and in the area of student practices, little attention has been brought particularly to the skill of note-taking and active reading comprehension, and an insightful and in-depth understanding of how students learn from lectures could presumably be valuable in understanding and unravelling the intricacies of possible positive results of their note-taking behavior. The current study focuses mainly on the instruction of students into the systems of note-taking and how that affects their level of reading comprehension. Therefore, the effort reported here attempts to assess the students’ current systems of notetaking and how they contribute to reach a full understanding of reading comprehension texts. The participants were 94 Semester-One students at the department of the English Studies at Ibn Tofail University, School of Arts and Humanities in Kénitra, Morocco. The data of the present study were collected by means of a TOEFL iBT Reading Practice comprehension test (i.e., post-test), and strategy training equating note-taking schemas and reading comprehension texts. The findings have showcased that after having been instructed through many sessions of note-taking, students felt that their process of reading comprehension is enhanced as they were able to organize their ideas and information from the text, stay focused and engaged while reading, and keep a record of reading material to use it later. This is solid proof that they critically used and retained what they read.

scholarly journals The Effect of Peer-Collaborative Dialogue on Saudi EFL Students’ Reading Comprehension in Synchronous Computer-Mediated Communication

2020 ◽  
Author(s):  
Ghada Al-Mutrafi
Keyword(s):  
Reading Comprehension ◽  
Computer Mediated Communication ◽  
Female Students ◽  
T Test ◽  
Collaborative Dialogue ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Efl Students ◽  
Reading Activities ◽  
Experimental Group

This study investigated the effect of peer collaborative dialogue carried out in the text-based synchronous computer-mediated communication (SCMC) on the reading comprehension of EFL female students. Additionally, the study elicited EFL students’ attitudes toward dyadic collaborative their discussions in SCMC during reading comprehension activities. The sample of the study comprised 36 Saudi EFL female students at Shaqra University. They were divided into two groups: an experimental group consisting of 18 students, forming nine pairs, to perform reading activities dialogically in Moodle and a control group of 18 students to perform reading activities individually in classrooms. The researcher used pre-post reading comprehension tests and a scale of SCMC-based dialogical collaborative reading attitudes. as research instruments to collect data. Data were analyzed using means and standard deviation, an independent sample t-test, a paired sample t-test, an Analysis of Variance test (ANOVA) and a one sample t-test. The findings revealed that there was a statistically significant improvement in the post-test average scores of the experimental group, which indicated the effectiveness of text-based dyadic collaborative dialogue on reading comprehension. Additionally, compared to other reading skills, making inferences skill was revealed to be the skill most affected by dyadic dialogues in SCMC. Besides, the participants exhibited positive attitudes toward their collaborative dialogues with peers in SCMC to foster their reading comprehension. Finally, pedagogical implementations and recommendations for future studies were suggested to explore the area of SCMC-based collaborative dialogue on language learning

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