scholarly journals Improving Reading Comprehension of First Year Engineering Students: A Quantitative Study at QUEST, Nawabshah, Pakistan

2018 ◽  
Vol 8 (3) ◽  
pp. 47 ◽  
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Read Aloud ◽  
First Year ◽  
Questionnaire Data ◽  
Asking Questions ◽  
The Mean ◽  
Effective Reading Strategies

This paper reports the results of the research conducted to explore whether students learn reading comprehension more successfully using the different approaches based on strategies in reading texts. The study was conducted at QUEST, in Pakistan and the respondents were selected from four engineering departments. Data was collected through a set of questionnaire used as the qualitative instrument among 311 respondents. However, Questionnaire data was analyzed by using SPSS 17. Descriptive statistics were used to analyze research variables for producing the Percentages, Mean and Standard Deviation of the data. The findings of this study reported that this research investigated 18 categories of reading comprehension. The highest mean score in reading comprehension was for “read aloud practices” category (=2.40) rated by all respondents; while the mean score for “asking questions before, during, and after reading” (= 1.48) was the lowest. However, no category of reading comprehension fell into low level of usage. In short, results, discussion and recommendations are presented for developing effective reading strategies to design syllabus for the engineering students to improve their reading proficiency. 

scholarly journals A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 73
Author(s):  
Zaimuariffudin Shukri Nordin ◽  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Metacognitive Strategies ◽  
First Year ◽  
Course Material ◽  
The Mean ◽  
Effective Reading Strategies ◽  
Scaffolding Strategies

This quantitative research investigates first year engineering students’ reading comprehension using the different metacognitive strategies and scaffolding strategies. The research was undertaken at QUEST, Nawabshah, Pakistan. The respondents of this research were taken from four engineering departments including Mechanical Engineering, Energy and Environmental Engineering, Electrical Engineering, and Computer System Engineering. A set of questionnaire was used among 311 respondents. The data was analyzed using descriptive statistics to analyze research variables through SPSS 17 for producing the Percentages, Mean and Standard Deviation of the data. The results acquired from data suggested that the engineering respondents used their metacognitive strategies in order to make their comprehension easy to apprehend the meaning of reading passages. This research also revealed the average uses of twenty important categories on metacognitive strategies as reported by engineering respondents. The mean score for ‘I often find that I have been reading for class but don’t know what it is all about’ category (M = 2.65) was rated by the respondents of this research as the highest; while the mean score for ‘reading instructions carefully before beginning a task’ (M = 1.54) was rated as the lowest. The results also showed that the respondents of this study revealed the average uses of the twelve important categories of scaffolding. However, the mean score for ‘When studying this course I often set aside time to discuss the course material with a group of students from the class’ category (M = 2.29) was the highest for all respondents; whereas, the mean score for ‘I ask teachers/students for help when they do not understand’ (M = 1.37) was the lowermost. However, no category of metacognitive strategies and scaffolding fell into low level of usage. To sum up, results are presented for developing effective reading strategies for engineering students to improve their reading proficiency.

scholarly journals English Reading Proficiency of Engineering Undergraduates in Malaysia: Implications on Professional Training and Career Development

2020 ◽  
pp. 87-95
Author(s):  
Hui Min Low ◽  
Abdul Rashid Mohamed ◽  
Shaik Abdul Malik Mohamed Ismail
Keyword(s):  
Reading Comprehension ◽  
Professional Training ◽  
English Language ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Language Education ◽  
School Level ◽  
First Year ◽  
English Reading ◽  
Engineering Undergraduates

This paper reports the English reading proficiency of a sample of engineering undergraduates in a public university of Malaysia. A standardized online reading comprehension assessment, called Reading Evaluation and Decoding System (READS) was administered with 189 first year engineering students during their enrolment into six different engineering faculties in the university. The results showed that only 7.9% of the engineering students were able to perform above secondary school level of English reading comprehension proficiency. Specifically, the students were found to perform poorer in questions related to critical thinking than those related to literal comprehension and reorganization. The implications of the findings on the English language education and the professional training of future engineers in Malaysia were discussed.

scholarly journals Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

2018 ◽  
Vol 8 (6) ◽  
pp. 78
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Stephen John ◽  
Jam Khan Mohammad ◽  
Masood A. Memon ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Classroom Practice ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Focus Group Interviews ◽  
Reading Text ◽  
Group Interviews ◽  
Main Ideas

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants.  The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students. 

scholarly journals Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan

2018 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Teaching Method ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Read Aloud ◽  
Classroom Observations ◽  
Field Notes ◽  
To Come ◽  
Metacognitive Scaffolding

This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals The constructivist approach (coap) to enhance students comprehension in reading procedure text for students of Universitas Muhammadiyah Sidenreng Rappang

2021 ◽  
Vol 2 ◽  
pp. 246
Author(s):  
Hardianti Hardianti ◽  
Jamaluddin Ahmad ◽  
Syam Hermansyah
Keyword(s):  
Reading Comprehension ◽  
P Value ◽  
Cluster Sampling ◽  
First Year ◽  
Constructivist Approach ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
Second Year ◽  
Level Of Significance

This research aimed to investigate the constructivist approach to enhance students reading comprehension at UMS Rappang. This research employed the pre-experimental method with one group pre-test and post-test design. The population was the second-year students of UMS Rappang in 2018-2019 academic years. The population included 66 students consisting of three classes; one class (I.2) was taken as a sample by using cluster sampling, as many as 22 students. The instrument used in this research was reading test. The result of this research showed that the pre-test got the mean score of 44.50, while the post-test 64.18. It showed that the p-value (0.000) was lower than the level of significance (alpha (α) = 0.05). It means that H1 was accepted. The research concluded that teaching reading comprehension by using a constructivist approach enhances students’ reading comprehension at the First year of UMS Rappang.

scholarly journals Measuring Reliability of Metacognitive Strategies in Reading Comprehension Questionnaire: A Pilot Study on First Year Engineering Students in Pakistan

2016 ◽  
Vol 1 (2) ◽  
pp. 11-19
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Psychometric Properties ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Thought Processes ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Alpha Reliability

This study aimed to investigate the reliability (psychometric properties) of the metacognitive strategies questionnaire piloted on Pakistani engineering students of QUEST, Nawabshah. The questionnaire had four parts including demographic, reading comprehension, metacognition, and scaffolding having 53 questions that were tested on 37 first year engineering students. The Cronbach’s Alpha reliability was measured through SPSS 17. The results showed that the Cronbach’s Alpha reliability concerning reading comprehension ranged from .826-.842, metacognitive strategies ranged from.830-.839, and the reliability of scaffolding ranged from .829-.837. Therefore, the results from the pilot study showed that the questionnaire needed to be used without any modification in the actual study.Keywords: metacognition; cognition; thought processes; meta-comprehension

scholarly journals The Relationship between Metacognitive Reading Strategy Awareness and Reading Comprehension among freshman EFL Students, Ethiopia

2018 ◽  
Vol 10 (3) ◽  
pp. 1043-1050
Author(s):  
Asalefew Mekuria Wudneh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Mean Value ◽  
First Year ◽  
Efl Learners ◽  
Medium Level ◽  
Efl Students ◽  
Metacognitive Reading Strategies

The study was an attempt to investigate the level of awareness on Metacognitive reading strategies among first year Ethiopian EFL students.  It  also  tried  to  figure  out  the  possible  relationship  between  Metacognitive reading strategies  use  and  reading comprehension achievement.  Ninety-four EFL learners participated  in  the  study.  Metacognitive reading strategy inventory and reading comprehension test were used to collect the data. The data were analyzed through descriptive statistics to determine the mean value of strategies employed by the learners. Moreover, Pearson correlation coefficient  was  used  to discover  the  association  between  reading  strategy  use  and  reading  comprehension  achievement. According  to  the  findings  Ethiopian  EFL  learners ,were almost near to the lower limit (M=2.55,Sd.=0.34)line of medium level reading strategy users. Furthermore, the use of metacognitive reading strategy had weak correlation (r=0.21,p=0.039) with reading  comprehension achievement. The possible cause of this could be lack of awareness on how to regulate and monitor reading comprehension.

Word-attack skills in beginners’ Japanese reading comprehension

1996 ◽  
Vol 19 (1) ◽  
pp. 73-88
Author(s):  
Harumi Moore
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Attitude ◽  
Reading Skills ◽  
Formal Training ◽  
First Year ◽  
Chinese Characters ◽  
First Year Students ◽  
Word Attack ◽  
National University

This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.

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