scholarly journals DIF analysis across genders for reading comprehension part of English language achievement exam as a foreign language

2015 ◽  
Vol 10 (11) ◽  
pp. 1505-1513
Author(s):  
Ogretmen Tuncay
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Language Achievement

scholarly journals Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 116-137
Author(s):  
Meri Iobidze
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Metacognitive Strategies ◽  
English Language Teaching ◽  
High Achievers ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Foreign Language Reading

The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL.  The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning

scholarly journals Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 305
Author(s):  
Abdulrahman Akram Alsaleem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Efl Students ◽  
The Impact

This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 

scholarly journals THE CORRELATION BETWEEN EFL ANXIETY AND STUDENTS’ READING COMPREHENSION”.

Prosodi ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 128-134
Author(s):  
Asri Nofa Rama
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Pearson Correlation ◽  
English Language Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Academic Year ◽  
Classroom Anxiety

The objective of the current study examined whether there was any significant correlation between foreign language classroom anxiety and students’ reading comprehension. In this regard, hopefully, this study provided English language lecturers to recognize the most provoking factor that affect learning a foreign language, such anxiety and helped students to solve language anxiety to become better English language students. This researcher was conducted at Lakidende University, particularly 32 university students of English Language Teaching Department who enrolled in academic year 2018/2019. The data were obtained from students’ reading comprehension test and questionnaire that is Foreign Language Classroom Anxiety Scale (FLCAS) and to analyze the data this study applied Pearson Correlation analysis. The finding revealed that there was a significant relationship between foreign language classroom anxiety and students’ reading comprehension, p (.061) 0.05. Meanwhile, the strength of correlation between reading anxiety and students’ reading comprehension was categorized “moderate” according to table Guidelines of Interpreting Pearson's Correlation Coefficient (r =.381). It might be the fact that most of students frequently experienced moderate level of foreign language classroom anxiety in their reading comprehension class.

scholarly journals STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS

2020 ◽  
Vol 74 (4) ◽  
pp. 70-72
Author(s):  
Z. Yeshimbetova ◽  
◽  
Zh. Kulekenova ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Foreign Language Reading ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills

The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

scholarly journals Understanding of Reading among Teachers and Learners: A Descriptive Study of Pre-university English Language Teaching /Learning in Saudi Arabia

2019 ◽  
Author(s):  
Mogbel Aid K Alenizi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Teaching Strategies ◽  
English Language ◽  
Teacher Educators ◽  
English Language Teaching ◽  
Teaching Reading ◽  
Contextual Knowledge ◽  
Holistic View

This study assesses pre-university teachers’ perception about reading comprehension in English as a foreign language (EFL) in Saudi context. It also identifies the difficulties faced by the students in their reading comprehension classes to have a holistic view of learning process. The main aim of the study is to explore the issues related to teaching reading, both from teachers as well as learners’ perspectives, so that the best teaching strategies can be adopted to achieve the desired outcomes. It assesses the ongoing prevalent scenario of learning to read in English as foreign language and observes that the learners’ difficulties are not addressed properly because the teachers/instructors are not trained well or pay less attention to reading skill. A descriptive approach has been used on a sample of instructors from various non-native English-speaking nationalities (n=60) and Saudi learners (n=146). Responses revealed that teachers’ poor awareness of teaching strategies cause poor learning outcomes. Their responses also reveals that their strategies do not take into account learners’ difficulties which somewhere cause learners’ helplessness in getting desired outcome. The results of the study elaborate how the culture and contextual knowledge play significant roles. These are the bases of teaching reading skills along with learners’ needs so that more robust teaching strategies can be followed to truly meet the desired learning outcomes. This will definitely help the teacher-educators as well as the instructors in improvising their teaching practices that suit their classrooms well.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION USING VIP (VOCABULARY INVESTOR PACKAGE) MEDIA AT SMKN 1 BATU

2020 ◽  
Vol 3 (2) ◽  
pp. 88-95
Author(s):  
Indah Dwi Wahyuni ◽  
◽  
Erythrina Crista Wijayanti ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Average Score ◽  
English As Foreign Language ◽  
Effective Implementation ◽  
Efl Teachers ◽  
Crucial Part ◽  
Better Than

One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation. To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required.

scholarly journals Prospective ELT Teachers Attitudes Toward The English Language In An EFL Context

2012 ◽  
Vol 9 (1) ◽  
pp. 107-114
Author(s):  
Esim Gursoy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Academic Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Extensive Literature ◽  
Teacher Trainees ◽  
Positive Attitudes ◽  
Integrative Motivation

Attitudes toward a foreign language and the motivation to learn a language have been of interest to many educators and researchers. However, the majority of research has been conducted with language learners. There is a lack of literature concerning the attitudes of teachers and teacher trainees toward the language they are or will be teaching. Thus, the current study aims to investigate English Language Teaching (ELT) teacher trainees attitudes toward the English language and their self-reported difficulties when using their foreign language skills in daily and academic language. Two hundred teacher trainees participated in the study. The questionnaire, which was developed via an extensive literature review and adaptations of Karahans (2007) and Al Zahranis (2008) studies, was found reliable (Conbachs alpha, .876). The study showed that trainees have mildly positive attitudes toward the English language, with females being more positive than males. The findings also suggest that trainees have stronger instrumental motivation than integrative motivation. Moreover, the results indicate that trainees do not differ significantly in terms of their difficulties in using daily language skills. However, there are some statistically significant differences in academic language, such as vocabulary and monologue speech. In addition, there are statistically significant differences between males and females in speaking and reading comprehension for daily language, as well as reading comprehension for academic language.

scholarly journals The Effect of Pranayamic Breathing as a Positive Psychology Exercise on Foreign Language Learning Anxiety and Test Anxiety Among Language Learners at Tertiary Level

2021 ◽  
Vol 12 ◽  
Author(s):  
Murselin Tasan ◽  
Enisa Mede ◽  
Karim Sadeghi
Keyword(s):  
Reading Comprehension ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Learning Anxiety ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners’ and their instructor’s perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher’s reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension

2003 ◽  
Vol 31 (3) ◽  
pp. 331-341 ◽  
Author(s):  
Paul Markham ◽  
Lizette Peter
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
English Language ◽  
Dependent Measure ◽  
Spanish Language ◽  
Treatment Conditions ◽  
Second Language Listening ◽  
University Level ◽  
Exploration Mission

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test. The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test. The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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