Improving Reading Skills Using Language Learning Strategies (LLS) (original) (raw)
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Strategies in Improving Reading Skills of University English Learners
Nazharat: Jurnal Kebudayaan, 2019
Studies on language learning strategies (LLS) have been conducted elsewhere in the world, however, there were very limited studies on student learning strategies in improving reading skills. Therefore, this study is aimed to identify the strategies used in improving reading skills. This case study was conducted by distributing questionaire involving 200 English Education and English Literature students as the sample of this study. The finding of this study demonstrated that the respondent use the LLS, such as memory, metacognitve, compensation, cognitive, affective, and social in improving reading skill. However, most of respondents reported to use metacognitive strategy at the most. The results also indicated that there are five most and five least strategies used by the respondents. This research is very useful as a reference in the framework of developing strategies for reading in tertiary institutions.
Using Reading as a Strategy for Teaching and Learning Language
2002
This study researched the relationship between patterns of language learning strategy used by speakers of other languages and language proficiency. Participants were 348 students of English aged 14-64 years from 21 countries enrolled in a private language school in Auckland, New Zealand. Proficiency levels varied from elementary to advanced. Students completed the Oxford Placement Test and an oral interview to assess their ability to communicate effectively and fluently and to understand and answer questions with appropriate vocabulary and accurate grammar. Some students completed a written task. After placement, students completed regular tests in subsequent weeks based on work covered in class, then were promoted as appropriate. The instrument used to measure frequency of language learning strategy was the self-scoring Strategy Inventory for Language Learning for speakers of other languages. Data were collected as part of the regular classroom routine. Results highlighted a statistically significant relationship between frequency of language learning strategy use and proficiency. The average frequency of strategy use across all students was 3.2. Twelve strategies were used frequently across all students, and advanced students used another 15 frequently. European students were more proficient than other students and reported using language learning strategies more frequently. (Contains 17 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Using reading as a strategy for teaching and learning language
English Language Learners' Level of Reading Proficiency and their Use of Reading Strategies
Spectrum: Journal of the Department of English, University of Dhaka, 2018
The paper reports on a study that investigated undergraduate English language students' use of reading strategies based on their reading proficiency level. The main objectives of the study were to identify any relationship between reading proficiency level and strategy use, and any significant differences among highly proficient, moderately proficient, and low proficient students in their strategy use while reading academic materials. The study also aimed at exploring the most frequently used reading strategies among the learners of these three proficiency levels. The study used a questionnaire survey and employed descriptive statistics and ANOVA tests on the data generated from 145 undergraduate English major students of a public university in Bangladesh. Results revealed that all three groups of participants used cognitive strategies most frequently. ANOVA test results showed a significant difference between highly proficient and low proficient participants in their reported use of several strategies. The highly proficient group scored higher than the other groups, which indicates a possible relationship between learners' level of proficiency and their reading strategy use.
Language Learning Strategy Use and Reading Achievement
English Language Teaching, 2014
The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their reading achievement. The participants comprised 307 Iranian BA students doing a general English course at Teacher-Training University of Mashhad. The results suggest that as the learners' reading ability improves, the learners are more inclined to choose strategies to facilitate reading processing, which is reflective of greater autonomy for language learning. Thus, the results imply that appropriate employment of language-learning strategies can foster individual autonomy and hence reduce affective filters to process reading texts in an efficient way. The findings are consistent with previous studies on the inconsistency among learners with different reading ability in employing language-learning strategies and comprehension process. Thus, the findings further support integrating strategy training into conventional teaching approaches to enhance efficacy of reading programs. Through adopting strategic-based instruction, teachers can help learners become aware of available strategies, the way to organize them systematically, and the way they can transfer the strategies to new language learning contexts (Cohen, 2007).
Strategies of Reading Skills for English Language Class
2020
The researchers had found that learning reading strategies is a key element in developing student comprehension. However, many teachers lack a solid foundation for teaching these reading comprehension strategies. Therefore, teachers need to be prepared on how to design effective reading comprehension strategies and how to teach these strategies to their students. Therefore this study aims to study the effective reading strategies in order to improve reading skills in language classes. The study is an action research applied to a number of 15 students in an intermediate level integrated skills course. The main question of the study is “Would reading strategies help my students’ reading comprehension studies?”. The result od the study indicate that the students had an improvement to a great extend have been tutored about the reading strategies. Keyword: reading strategies, predicting, visualizing, inferring, making connections, questioning, action research
International Journal of Academic Research in Business and Social Sciences, 2021
Learning strategies allude to a bunch of abilities that students use to comprehend various tasks. Thusly, they can pick and adequately utilize the suitable method to achieve tasks or meet specific learning objectives. Learning strategies are important in language learning especially Learning English as a second language in Malaysia because they are the tools that influence the way students learn to be active, involve which is needed for developing communicative competence among students. The primary objective of the present study is to identify the language learning strategies used for reading skills for 50 pupils of year 6 of a primary school from Selangor. This research employed a survey as an instrument by Cohen & Oxford which is a quantitative study. The finding indicates that the learning styles provide more predictability in the strategies used.
On the Significance of Learner Strategies in English Reading on Learners" Language Achievement
Strategies are often seen as ways used by language learners for getting out of trouble in language study in the short term, but a more positive view might be that successful strategies used by learners can promote longer term language development. This article explores the research evidence for benefits that strategy use in reading can bring in learners' language achievement in both the short term and the long term.
The Cognitive Reading Strategy in Learning English
Proceedings of the 1st International Conference on Lifelong Learning and Education for Sustainability (ICLLES 2019), 2020
The background of this research is the demanding of the students who should study more by themselves and the important of using strategy in comprehending reading text of EFL students in improving their ability in learning English. However, many of the students do not realize these cases and rarely often applying their own strategy in reading. This research aims to investigate the types of cognitive reading strategies mostly used by EFL students. The method used is descriptive. The data were collected trough reading test and questionnaire. The result showed that students are still difficult to understand reading text. Then, it showed every student used different type of cognitive strategy when they are reading. One of cognitive strategy mostly used is practicing. Then, it is expected students always use their own strategy to improve their comprehension in learning English.
Khin May Lwin Lecturer, Department of English, Technological University- Meiktila, Mandalay Division, Myanmar, Universe International Journal of Interdisciplinary Research, 2020
This research report focuses on the ways to develop the reading skill of the B.E students at the Technological University (OhBo), Mandalay. This research report presents the purpose of teaching reading and theory of reading skill that can develop the reading ability among the students. The purpose of this report is to improve the students’ attitudes, abilities and skills needed for obtaining information by reading activities. This report is to get the students how to approach and consider the various kinds of reading texts and different strategies of reading skill in order to become independent and efficient reader. This report has suggested four classroom activities designed to help the students become more rapid and fluent readers. The result of this report indicates that the students’ reading ability can benefit more from the former. Keywords- Reading, Skill, Activities, Ability, Benefit, Reader, Learner
Reading Strategies among ESL Malaysian Secondary School Students
International Journal of Evaluation and Research in Education (IJERE)
This study aims to investigate the types of cognitive and metacognitive reading strategies employed by secondary school students in Malaysia to improve their comprehension. It uses a mixed-method approach which involves the instruments of a questionnaire and an interview. This study was conducted at SMK Kapit, involving ninety Form 4 students. Based on the findings, the students had used various reading strategies. The use of particular reading strategies is implied as their autonomous learning efforts to become more proficient readers. However, according to the frequency scales of strategy use (Oxford, 1990), the findings from the questionnaire indicate that most of the reported reading strategies have a mean between 2.5 and 3.49 as the students sometimes use these reading strategies. This revealed their lack of awareness of practising these reading strategies. Thus, teachers play a vital role in training students on the reading strategy use in order to enhance the effectiveness of...