Bilingual versus Monolingual Learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics (original) (raw)

A Comparison Study On Reading Comprehension Between Male And Female Students

Journal of Pedagogy and Online Learning

This study was aimed at finding out the difference on reading comprehension between male and female students at the eleventh grade of State Senior High School 1 Bangkinang Kota. The research design was proactive ex post facto research. The population and sample was the eleventh social science students. The number of sampling was selected by using stratified disproportional technique. Inferential analysis “Independent Sample T-Test” technique was used to measure the difference on reading comprehension between male and female students and descriptive analysis was used to know the dominant factors that influence reading comprehension for male and female students. Based on the research findings, it was found mean score of male students was 61.87 and were categorized into enough level, then female students was 70.13 and were categorized into good level. Moreover, the sig was 0.012 < a (0.05). Therefore, it could be concluded that Ho was rejected and Ha was accepted, it means there is ...

EFL reading comprehension and reading strategies of different genders

2017

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did n...

The Impact of Gender on Using Reading Sub-skills in Iranian EFL Learners Reading Comprehension

Azarbaijan,Shahid Madani University, 2017

The present study was an attempt to investigate the impact of gender on using reading sub-skills and reading comprehension skill of Iranian EFL learners. To this end, four sub-skills involved in the reading comprehension process were selected. Then some reading passages whose comprehension questions were believed to measure the intended sub-skills were chosen. Eighty-eight EFL adult upper-intermediate learners forming two groups of forty-four males and females participated in the present study. At first, they were homogenized through a Nelson test and then a reading comprehension test was given to the learners. The comparison of the means of the two groups in the sub-skills clearly showed that, in two of the sub-skills, i.e. making a logical inference and understanding the mood, tone, or impression of a reading passage, males and females differed significantly with males outperforming the females in the first sub-skill and females outperforming the males in the second one. However, no significant differences were found in the other two sub-skills, i.e. getting the main idea of a reading passage and guessing the meaning from context.

The Interaction between Iranian EFL Learners’ Interest in Reading Comprehension Topics and their Reading Comprehension Ability

European Online Journal of Natural and Social Sciences, 2013

According to Anderson (2003), reading is the interaction of four things including the reader, the text, the fluent reading or the ability or read at an appropriate rate with adequate comprehension, and strategic reading, or the ability of the reader to use a variety of reading strategies to accomplish a purpose for reading (p. 8). Discovering the best methods and techniques or processes the learners choose to access, is the goal of research in reading strategies. This article reports on an empirical study that examines the learner's ability in reading comprehension. On the other hand, the important issue which the researchers mentioned was attention to genders' interest in different topics in reading comprehension. So, the study was carried out at two high schools in Markazi province. The results has shown that female and male students were not different in general reading comprehension, however male learners could answer male based text better than female learners while female learners had priority in female based text.

The effects of gender and genre on language learners’ reading comprehension ability

Reading is one of the most important skills that foreign language learners should know, and is affected by various non linguistic factors. The purpose of this study was to investigate the effects of gender and genre on text comprehension. To this end, three texts from different genres were selected and administered to thirty male and female EFL learners who were at intermediate level. The selected genres were labels and signs, informal letter and newspaper. After administering the reading tests, the participants’ mean scores were computed and the results showed that altogether females were better text comprehenders than males. To see the effect of gender on text comprehension a one way ANOVA was run and it was found that both male and female participants performed differently on various genres. Moreover, to investigate the effect of both gender and genre on participants’ text comprehension a two-way ANOVA was employed and the result showed they did not have any significant effect on text comprehension. The participants performed better on familiar genres regardless of their gender. These results have some implications for teachers. First, they should not rely on just text difficulty for choosing texts for reading courses. Next, they should provide male students with more practice in reading comprehension. Keywords: Reading Comprehension, Gender, Genre, Test Performance

Gender Differences in Reading Comprehension Achievement (A Case Study at Iain Syekh Nurjati Cirebon)

2016

Language and gender have become a comprehensive issue in language learning. One aspect that is highlighted in language and gender is reading skill. The term of gender plays different perfomance and achievement in reading comprehension. There are some influences of gender differences toward reading comprehension achievement. This study aims to investigate such gender differences in achieving comprehension of factual text. This thesis is qualitative study case analysis.The primary sources of data are conducted through reading comprehension test and interview in order to investigate gender differences among EFL learners of IAIN Syekh Nurjati Cirebon in reading comprehension achievement. The result shows that gender differences influence in reading comprehension achievement. Different trait from family and society will influence students reading achievement. It is found that 25% of boys' participants get high score in reading comprehension test and 33% girls participants get high sc...

The Linguistic Factors That Affect Poor Reading Comprehension Among Libyan Students

English Education Journal, 2018

Reading may be one of the most important skills a person may have. The National Reading Panel has stated that there are five specific practices teachers should use when teaching children to read or while helping them improve their reading skills. Reading comprehension requires readers to really know and understand what they read. This research used quantitative research. Instrument for collecting data in this study is test instruments. It will use test items with numerical data. The data used on improving students' reading comprehension were obtained by observing to Libyan’s students in Semarang. The worksheet was spread to Libyan students and they did the worksheet. The data about reading comprehension and worksheet will be in the form of numerical data. Data analysis in this study used descriptive analysis techniques, which serves to provide an overview of the data of the study variables. Based on these results, the answer that often appears on all items of reading comprehensi...

A Comparison Study on Reading Comprehension Between Male and Female Students at the Eleventh Grade of State Senior High School 1 Bangkinang Kota

2017

Based on preliminary research, the writer found some of male and female students did not achieve the target of curriculum 2013. They learned in equal condition and acquired knowledge from their teacher prevalently without segregation. However, many previous researchers have noted the evidence of a growing gender gap in educational achievement. Thus, this study aimed at finding out the difference on reading comprehension between male and female students at the eleventh grade of State Senior High School 1 Bangkinang Kota. The research design was comparative method and it used two instruments namely test and questionnaire. From 127 students of the population which consisted of 4 classes, the writer took 60 students which consisted of 30 males and 30 females that was taken by disproportional random sampling. In analyzing the data, inferential analysis namely Independent Sample T-Test technique was used in order to measure the difference of mean score on reading comprehension between mal...

The investigation of cultural background perception on reading comprehension ability: A case of intermediate EFL learners in Zanjan

Cogent Psychology, 2022

Learners’ perception of culture on receptive skills, more specifically on reading comprehension, has been an area facing a big challenge contemporarily. The current research aimed to investigate the cultural perception of Iranian EFL learners on reading comprehension ability. To conduct the study, an exploratory quantitative ex-post facto design (Dornyei, 2007) consisting of a questionnaire and interview study was used. Participants, 50 intermediate EFL learners (25 males, 25 females), were selected using the Oxford Placement Test. The participants were provided with two passages with different cultural contents (one containing Iranian culture and another containing culture of English-speaking countries). Then participants were required to fill in a Likert-scale questionnaire which was distributed through Google Form online platform. Also, an interview session was conducted to gather more detailed data. Interviews were recorded, transcribed, and coded to find common themes. Analysis of interview and questionnaire data showed that learners hold similar cultural perceptions on reading comprehension ability, yet gender and social class have no significant impact on learners’ perceptions. The results of the study specified that Iranian EFL learners held a positive attitude towards the integration of cultural materials into reading passages to better comprehend the target language. Moreover, it was seen that gender and social class did not impact significantly learners’ cultural perceptions of English reading comprehension. The findings imply that ESL students with various reading levels or capabilities can learn from materials that are culturally diverse, specifically the ones at higher reading proficiency levels.

Reading Comprehension Skills of Bilingual Children in Turkey

European Journal of Education Studies, 2017

This study aims to compare the reading comprehension skills of the bilingual students studying at the 4 th Grade of the Primary School with the monolingual students studying at the 4 th Grade. With this purpose, 303 students were included from the Black Sea Region, where mainly monolingual students studied and 247 students were included from the Eastern and Southeastern Regions, where bilingual students studied. Furthermore, in order to expand the scope of the research, it was intended to find out the views of class teachers about the reading comprehension skills of bilingual students. So in the research, the mixed method and the parallel pattern converging from the patterns of the mixed method were used. The research result presented a significant difference between the reading comprehension skills of the monolingual 4 th grade students from the Black Sea Region and the students from the Eastern and Southeastern Regions. This difference was in favour of the monolingual students. On the other hand, reading comprehension skills of the 4 th graders in the Eastern and Southeastern Regions did not significantly differ within itself depending on bilingualism.