scholarly journals The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners

2014 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Efl Learners ◽  
Translation Quality ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals The Effectiveness of Listen-Read-Discuss and Contextual Redefinition Strategies in Teaching Reading Comprehension to EFL Learners with Different Levels of Motivation

2021 ◽  
Vol 11 (3) ◽  
pp. 541-458
Author(s):  
Isa Aulia Rohman ◽  
Suwandi Suwandi
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Group 2 ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Different Levels ◽  
Group 1

This study aims to analyze how effective the listen-read-discuss (LRD) strategy and contextual redefinition (CR) strategy in teaching reading comprehension to EFL learners with different motivation levels. This paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at SMP Islam Nudia Semarang. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: LRD and CR strategies. Test and questionnaire were used to collect the data in this study. The data was analyzed using ANOVA to prove the hypotheses. The result showed a significant difference between LRD and CR strategies to teach reading comprehension to students with high and low motivations. The Contextual Redefinition (CR) strategy effectively teaches reading comprehension to high and low motivation levels than the Listen-Read-Discuss (LRD) strategy. Based on ANOVA analysis, there were no interaction among the LRD and CR strategies, students' motivation, and teaching reading comprehension.

scholarly journals The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Teaching Reading ◽  
Strategic Reading ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Skills ◽  
Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 31-41
Author(s):  
Barbara Murawska
Keyword(s):  
Reading Comprehension ◽  
Cognitive Activity ◽  
Motivation To Read ◽  
Comprehension Skills ◽  
The Subject ◽  
Support Students ◽  
Reading Comprehension Skills ◽  
Interesting Area

Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

2017 ◽  
Vol 47 (10) ◽  
pp. 3049-3058 ◽  
Author(s):  
Binita D. Singh ◽  
Dennis W. Moore ◽  
Brett E. Furlonger ◽  
Angelika Anderson ◽  
Margherita L. Busacca ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Skills Training ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes

2020 ◽  
Vol 13 (9) ◽  
pp. 50 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Reading Comprehension ◽  
Attitude Scale ◽  
Control Group ◽  
Think Aloud ◽  
Control Group Design ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Experimental Group

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

scholarly journals A shift in cloze procedure usage: A new tool for activating ZPD

2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Proximal Development ◽  
Proficiency Levels ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.

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