scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

Intelligence Differences and Mediation Factors: A Sequential Explanatory Study of Improvement of EFL Undergraduate Students’ Reading Comprehension Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Suleyman Celik
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Skills ◽  
Multiple Intelligence ◽  
Control Group ◽  
Dominant Type ◽  
Teaching Activities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

In this quasi-experimental study, quantitative findings were examined in terms of how grouping students based on their dominant type of Multiple intelligence and providing different Multiple Intelligence activities that correspond to their intelligence type effect the development of their reading skills. A control group and an experimental group were designed to compare the effectiveness of the Multiple Intelligence teaching activities and tasks on the development of reading skills. A questionnaire was administrated to the 95 undergraduate EFL junior students to identify their dominant type of intelligence at a private university in Iraq. Based on their dominant type of intelligence, different learning centers were established with different activities for each one. After a 16-week experiment period the effects of Multiple Intelligence teaching activities were measured by using pretest, progress tests, achievement exams and a posttest. The results of this study indicated that the experimental group has significantly developed their reading comprehension skills in terms of understanding and visualizing the meaning in the mind. In addition, there were considerable association between Multiple Intelligence teaching activities and students’ motivation to the classes that reinforces classroom management as well.

scholarly journals The Effects of Morphological Awareness on EFL Secondary School Students’ Reading Comprehension Skills

2020 ◽  
Vol 8 (3) ◽  
pp. 48
Author(s):  
Dalal Yahya Ali Al-Haydan
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Morphological Awareness ◽  
Control Group ◽  
Strong Positive Correlation ◽  
School Students ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students’ reading comprehension skills. In particular, it examines the effects of increasing students’ morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students’ awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students’ morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students’ morphological awareness.

scholarly journals THE APPLICATION OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN TEACHING PRONUNCIATION

2020 ◽  
Vol 6 (2) ◽  
pp. 194-203
Author(s):  
Ila Amalia
Keyword(s):  
Experimental Study ◽  
Secondary School ◽  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Initial Period ◽  
Personal Learning ◽  
Mobile Assisted Language Learning ◽  
Teaching Pronunciation ◽  
Experimental Group

Mobile learning is experiencing a drastic change. Whereas the initial period of mobile learning tend to propose carefully skilled activities by teachers and technology, students are gradually motivated by their personal learning needs, including those that arise from greater mobility and traveling activities. Through the process, the mobile learning use, particularly the Mobile Assisted Language Learning (MALL), have become essential tools in the teaching and learning process. This research investigates the use of Mobile Assisted Language Learning (MALL) in teaching pronunciation at a secondary school. Using experimental study, the research aims to know the effectiveness of MALL in teaching pronunciation in experimental group, compared to another group with non-MALL. Result shows that students in experimental group performed better in pronunciation skill compared to their peers. Thus the use of MALL in teaching pronunciation was also effective in improving students’ pronunciation skill with the t-count (5.97) which is higher than the t-table (2.00 and 2.67).  Keywords: Mobile Assisted Language Learning (MALL), Pronunciation, Secondary school, Experimental study, Method

The Effect of Using PORPE Strategy on Improving Iraqi EFL Students’ Reading Comprehension Skills

2018 ◽  
Vol 1 (32) ◽  
pp. 743-774
Author(s):  
Qassim Hammadi Dawood
Keyword(s):  
Reading Comprehension ◽  
College Of Education ◽  
Control Group ◽  
Experimental Instruction ◽  
Comprehension Skills ◽  
Efl Students ◽  
Efl College Students ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

         The present study aims at finding out the effect of using PORPE Strategy on improving EFL college students’ reading comprehension skills. To attain the aim of the study, an experiment has been conducted on a sample of (60) EFL students at the Department of English, College of Education, University of Wasit during the academic year 2016-2017. The sample has been distributed into two groups with (30) students in each, a control group taught according to the conventional techniques and an experimental one taught by using the proposed strategy. The two groups have been equalized according to age, levels of parents' education and pre –test scores.           At the end of the experimental instruction period, an achievement test has been administered to both groups. The findings of this test reveal that the results of the experimental group are significantly superior to the results of the control group.           Pedagogical recommendations and suggestions for further research are presented in the light of the results at the end of the study.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiping Zhao ◽  
Ying Guo ◽  
Shuyan Sun ◽  
Mark H. C. Lai ◽  
Allison Breit ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Language Skills ◽  
Orthographic Knowledge ◽  
Comprehension Monitoring ◽  
Chinese Reading ◽  
Syntactic Knowledge ◽  
Comprehension Skills ◽  
Grade 3 ◽  
Reading Comprehension Skills

This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

scholarly journals The effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

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