scholarly journals The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

2017 ◽  
Vol 7 (1) ◽  
pp. 73
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Comprehension Test ◽  
Post Test ◽  
Efl Students ◽  
Push Out ◽  
Experimental Group

The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension  Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test  in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.

scholarly journals The Potential of Corpus Based Collocation Instruction on the Awareness Levels of the Turkish EFL Students in Terms of Reading Performances

10.29007/k2lr ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay
Keyword(s):  
Test Scores ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

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 The Effect of Using Meta Cognitive Strategies on the Development of Reading Comprehension in English language on the Second Grade of Secondary students in Jeddah City

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Fatimah Miteib Almutayri , Khitam Mohammed Alghazu
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Test Scores ◽  
English Language ◽  
Cognitive Strategies ◽  
Second Grade ◽  
Control Group ◽  
Jeddah City ◽  
Post Test ◽  
Experimental Group

The current study aimed to find out the effect of using meta cognitive strategies on the development of reading comprehension in English language on the Second Grade of Secondary students in Jeddah city. The researcher used a quasi-experimental approach with two groups (control group and experimental groups). The sample, which included (58) female students from the second grade of secondary students on Jeddah city, was convenience sample. The researcher prepared three tools for studying as the following: • A list of reading comprehension skills in English language. • A test of a reading comprehension in English language. • A guide book for teacher and students to use the meta cognitive skills. The researcher used appropriate statistical methods as the Means, standard deviations, and one way ANOVA and MANCOVA, the following results have been reached: 1- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in all reading comprehension levels of English language for experimental group after controlling pretest for experimental group. 2-There are no statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in literal comprehension level of English language after controlling pre-test for experimental group. 3- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in interpretative comprehension level of English language after controlling pre-test for experimental group. 4- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in critical comprehension level of English language after controlling pretest for experimental group. The study has recommended to develop the English curriculum in order to apply the implementation of meta cognitive strategies, as well as, to train the teachers of English language before and during the service on using the meta cognitive strategies. The study has suggested to study the effectiveness of other strategies for " meta cognition " in the development of reading comprehension. Also, it has suggested to study the effectiveness of the " meta cognition " strategies for the development of language skills in different stages of learning.  

Effects of Consciousness Raising of Metacognitive Strategies on EFL Students’ Reading Comprehension

2009 ◽  
Vol 157 ◽  
pp. 75-92 ◽  
Author(s):  
Nasrin Shokrpour
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Explicit Instruction ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Consciousness Raising ◽  
Efl Students ◽  
Metacognitive Awareness Inventory ◽  
Experimental Group

Abstract The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2020 ◽  
Vol 11 (4) ◽  
pp. 328-350
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2021 ◽  
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

The Effect of the use of SQ4R Strategy on Freshmen Students’ Reading Comprehension in Al-Balqa Applied University

2020 ◽  
Vol 12 (4) ◽  
pp. 531-545
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Group Design ◽  
Comprehension Test ◽  
Freshmen Students ◽  
Experimental Group

This study investigates the effect of the SQ4R strategy on English language reading comprehension for English freshmen students at Al-Balqa Applied University. The study employed pretest-postest control group design and the instrument of the study was a reading comprehension test. Eighty-nine EFL learners participated in the study at Ajloun College and were distributed into an experimental group of 45 students and a control group of 44students. To achieve the aim of the study, the researcher applied pre- and post-tests on both groups. The results showed the positivity of the SQ4R strategy in improving reading comprehension for the sample of the study. The study suggested several implications and recommendations for future research. Keywords: FL, SQ4R Strategy, Reading comprehension, Freshmen students, Balqa Applied University, Effect.

scholarly journals Computerized Corpus Based Investigation of the Use of Multi-Word Combinations and the Developmental Stages by Tertiary Level EFL Learners

10.29007/fs4s ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay ◽  
Mustafa Naci Kayaoğlu
Keyword(s):  
Test Scores ◽  
Reading Performance ◽  
Control Group ◽  
Tertiary Level ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

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