Motivational Strategies, Language Learning Strategies, and Literal and Inferential Comprehension in Second Language Chinese Reading: A Structural Equation Modeling Study

Motivational strategies have been recognized as a crucial but insufficiently explored component in second language (L2) learning. This study intends to explore the relationships between motivational strategies, language learning strategies, and literal and inferential comprehension in L2 Chinese reading. Data were collected from 547 international students of universities in mainland China through a strategy use questionnaire and a Chinese reading test. The analysis of the structural equation model indicated that motivational strategies indirectly affected literal comprehension through the mediation of learning strategies. Moreover, motivational strategies were found to directly affect inferential comprehension. The results emphasize the need for a more sophisticated analysis of the motivational strategies and language learning strategies in L2 Chinese reading.

The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group’s literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured

This study examines the relative contribution of vocabulary breadth (VB) and vocabulary depth (VD) to three different listening comprehension measures. One hundred and thirteen English majors were given VB and VD tests, and three listening comprehension tests. Based on three pairs of hierarchical multiple regression analyses, we found that the relative contribution of VB and VD varied across the three listening comprehension tests. Specifically, for the listening test with an expository text dictation to assess integrative skills, both VB and VD made a unique positive contribution to comprehension, but this was greater in the case of depth. For the listening test involving narrative conversations to assess literal comprehension, neither VB nor VD (after controlling for each other) could independently predict comprehension, whereas for the listening test that comprises expository passages to assess inferential comprehension, VD could separately predict comprehension but VB could not. These findings suggest that the relative contribution of VD and VB to listening comprehension may depend on how a listening test is constructed. Therefore, the findings will contribute to listening comprehension and vocabulary knowledge research, and vocabulary teaching and learning.

Exploring the Relationship Between Different Smartphone Reading Annotation Strategies and Students’ Comprehension

This study explores the relationship between different smartphone reading annotation strategies and students’ comprehension. Subjects in the study are 139 teenage students enrolled in a religion class in the Southwestern United States. Each of the participants utilized a digital reading app on their personal smartphone to read an 842-word religious text. Subjects were encouraged to look for, highlight, or tag passages in the text that they felt were important to understanding the meaning of the text. After completing the reading, participants completed a multiple-choice quiz with both factual and inferential questions and wrote a short essay on how they felt the text could be used to resolve an issue in their personal life. The researcher analyzed the data by comparing the frequency of tags and highlights each subject created with their assessment scores. Results showed that higher highlighting frequency was related to higher factual comprehension scores but not higher inferential comprehension scores. In contrast, higher tagging frequency was related to higher inferential comprehension scores but not higher factual comprehension scores. In each case, the higher annotation frequency was only related to higher assessment scores when the subject created an above-average number of tags or highlights. The study suggests that different annotation methods are related to different comprehension outcomes.

A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts

Comprehension is of at least two different types, literal and inferential comprehension. Literal comprehension is roughly defined as the understanding of messages and are explicitly stated in the text being read. Inferential comprehension is roughly defined as the understanding of messages implicitly started in the text being read, or messages which are not stated but implied. Inference is a process by which readers use hints to gather information. In making inferences, we go beyond surface details and read between the lines to reach information logically. Factual details in what we read provide the basis of our knowledge. But not every bit of information is easily apparent or clearly stated. Hints or suggestions may appear that you have to build upon with your own knowledge and experience in order to understand something fully. because information is not always stated in exact terms, we must supply our own information from details or ideas that are only suggested by the writer. we can’t always be certain that what we supply is absolutely right. but if we follow hunches that are based on evidence, we can be fairly sure about some things, even if they are only hinted at. Literal comprehension is considered easier than that of inferential comprehension. It is easier do to the fact that since the message is explicitly stated, is does not require longer time and much effort to decode it (Weber, 1980).

Kemampuan Membaca Pemahaman Mahasiswa di Lamongan

This study aims to analyze the reading comprehension ability of college students in the Lamongan Regency. The focus research is the level of literal, inferential, critical, and creative comprehension of college students in the Lamongan Regency. This research uses descriptive quantitative. The sample of this study was 373 Universitas Islam Lamongan students; 353 students of Universitas Islam Darul ‘Ulum Lamongan; 222 Universitas Billfath Lamongan. Data collection used a test. Data analysis is to find the mean value. The results of the study showed that the level of literal comprehension was 64.12 with a high category. The level of inferential comprehension was 57.95 in the medium category. The level of critical comprehension was 61.49 with a high category. The level of creative comprehension was 44.25 with a medium category. Of the four results above, the level of reading comprehension of college students in the Lamongan Regency is at a medium level with a mean 56.95. The results are above the average national literacy rate of 37.32.

AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING COMPREHENSION AT SMA NEGERI 1 SUKODADI LAMONGAN

Reading is one of the four language skills taught in the English language learning process besides listening, speaking, and writing. This research aims to know the students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi and to know the factors of students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi. This research is descriptive qualitative research. The research was conducted in march 2020. The subject of research was the tenth-grade MIPA 5 of SMA Negeri 1 Sukodadi who were detected that they had difficulties in reading comprehension. The techniques for collecting the data were interviews and documents. the researcher collected the data such as students’ worksheet. The second was data reduction. The researcher classified and reduced the data based on focus. The researcher deleted several data that did not relate to the difficulties in reading comprehension. The third was the data display, the researcher arranged the information to conclude. The researcher presented the data from the difficulties in reading comprehension, and the last is the conclusion. The result of the research showed that some students had difficulties in reading comprehension and they had difficulty in different levels, namely literal comprehension, inferential comprehension, critical comprehension, and creative comprehension. The most difficulties experienced by students were at the level of creative comprehension. The factor of the students’ difficulties in comprehension at tenth grade, there was an inadequate instruction presented by the teacher, lack of pupils’ interest, and the vocabulary difficulties. Keywords: Students’ Difficulties, Reading Comprehension