The Effects of Reading Strategy Use on the Formative and Summative Test Scores of Thai EFL University Learners (original) (raw)
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The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances
Education journal, 2021
This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one. Keywords: English as a foreign language (EFL), Reading strategies, English reading performance
Effect of Teaching Reading Strategies on the Students’ Reading Comprehension
Global Social Sciences Review
Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.
The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles, 2022
The current study explores the short-and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings's VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the preand post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.
THE ROLE OF TEACHING READING STRATEGIES IN ENHANCING READING COMPREHENSION
For a long time, different language teaching related issues including vocabulary, syntax, pronunciation and intonation, punctuation, paraphrasing and the other related aspects have been dealt with in contexts not longer than a sentence. Although it will be an impossible job to produce an error free, good and natural text without the knowledge of how to form words or how to put the words to form clauses, it seems that teachers need to bring every single activity in their language classes within the discourse domain. It is important to note that non native teachers use overtly simple language in their classes so that the language that is used within the class is considerably different from the one used outside the class situation. Consequently, the students who are being exposed to this simple form of language in their classes get confused and sometimes frustrated when they face the complex natural discourse in the real life settings. This study aims at investigating whether or not explicit instruction in the use of reading strategies including activating their schematic background (top-down processing) has any effect on the first year EFL college student's speed and ability to read and interpret texts. The findings of the study indicate that those students who received such instruction along with being taught the reading texts proved to be more proficient readers than those who did not. Having knowledge of language at sentence level is not sufficient though necessary. What the learners need is having enough control over different lengths of texts and ability to deal with them applying appropriate strategies to those texts.
Exploring Learners' Perception of Different Types of Reading Strategies in Academic Reading
International Journal of Academic Research in Business & Social Sciences, 2023
This study was intended to find out learners' perception of different types of reading strategies in Academic Reading. The utilization of reading strategies is important so that learners will be able to comprehend reading materials effectively. According to Khairiani (2012), the utilization of reading strategies has been recognized as a crucial element in enhancing students' reading comprehension. The study is also aimed at transforming the learners' perception on the difficulties of reading and lessening their views of it as being burdensome. The purpose of this quantitative study is to identify how learners perceive their use of reading strategies (Global Reading Strategies, Problem-Solving Reading Strategies and Support Reading Strategies). A questionnaire to explore motivation factors for learning among undergraduates was administered to 113 foundation students. The instrument used is a 5 Likert-scale survey rooted from Mokhtari & Reichard (2002) and it consists of 4 sections. Section A has items on Demographic Profile. Section B has 13 items on Global Reading Strategies. Section C has 8 items on Problem-Solving Strategies and Section D has 9 items on Support Reading Strategies. Findings showed that these strategies will contribute to an overall comprehension in Academic Reading and it has also been found that there is a positive relationship across all reading strategies. It is recommended to study the effect of reading strategies on learners' achievement and future researchers may also explore other avenues to further expand the reading strategies such as the usage of technological devices that are built to accommodate learners.
JALL (Journal of Applied Linguistics and Literacy), 2019
This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies...