Exploring The EFI Learners' Attitudes Towards the Integration of Active Reading Software in Learning Reading Comprehension at Tertiary Level (original) (raw)
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2020
The role of technology in language pedagogy and learning is significant both in EFL and ESL contexts. Educational technology facilitates language teachers to enhance their teaching practices by implementing certain strategies to assist learners to achieve their academic goals successfully. However, the adoption and effective use of technology in EFL classes depend on the positive attitudes of the learners. The current study attempts to explore EFL learners' attitude towards technology-enhanced instructions of reading comprehension at Majmaah University, Saudi Arabia. Participants of the study consisted of 60 male EFL learners, divided into two pre-formed groups. The study adopted a quantitative approach, and an attitude scale questionnaire was administered to explore the learners' attitude towards Active Reading Software (ARS) instruction. The experimental group received four-week treatment in the computer labs using ARS. The results of the descriptive statistics indicated p...
Journal on English Language Teaching, 2020
The present study endeavored to explore EFL students' perceptions regarding the acceptance and intervention of ARS in enhancing reading comprehension ability at Majmaah University, Saudi Arabia. The study engaged 30 male undergraduates of English major B.A program. For data collection, the study utilized a qualitative technique using semi-structured interviews and the interview questions were constructed based on the principles of Technology Acceptance Model (TAM) by Davis (1989). Active Reading Software (ARS) was employed as a technological tool for teaching reading comprehension. The treatment group received intervention from ARS for the duration of four weeks in the computer lab. Qualitative data obtained from the students' interviews were evaluated by means of thematic analysis using Braun and Clarke’s (2006) framework. The results of the thematic analysis pointed out five major themes considered to be the factors that influenced participants’ perceptions towards ARS as ...
International Journal of Scientific & Technology Research, 2019
Reading ability of the learners plays a pivotal role in their academic success. Reading without comprehension affects learners’ learning outcomes. However, the development of learners’ reading ability has always been a great challenging task for language teachers. The efficacy of computer-assisted language (CALL) in improving language skills has been endorsed by many studies under different socio-cultural settings. However, in Saudi EFL context, using CALL in teaching and learning languages is still scarce and there are more for researchers to explore. The current study intended to examine the effects of Active Reading Software (ARS) on reading comprehension skills of Saudi EFL learners at tertiary level. A quasiexperimental study was carried out at Majmaah University involving 30 EFL learners, which were equally clustered into a control group and an experimental group. A fourweek treatment incorporating the ARS was assigned to the experimental group, while the control group receive...
Incorporating Computers into Classroom: Effects on Learners’ Reading Comprehension in EFL Context
International Journal of Applied Linguistics and English Literature, 2017
Owing to the importance of computer-assisted reading and considering the prominent role of learners in this respect, the present study investigated: (1) the effects of computer as a supplemental tool to support and improve the Iranian EFL learners' reading comprehension in comparison with equivalent non-technological or traditional print-based treatments, (2) EFL learners' attitudes and perception towards the computer-assisted reading course.To this purpose, 111 randomly selected groups of EFL learners participated in the study. The subjects were divided into two groups of control and experimental. Both groups received 10 reading lessons either through computers or through an instructor-led method. The statistical analysis revealed no significant difference between the learners who had access to reading supports on computer screen and their counterparts in the traditional reading classes. Learners were also allowed to express their ideas on a 5-point Likert Scale. The purpose of the attitude questionnaire was to find out more information about the participants and their experiences with computer-assisted reading. Results of attitude questionnaire supported the conclusion that computers may enhance EFL learners' motivation and interest towards learning but they do not enhance comprehension. The findings of this study support the view that technology should supplement not supplant teachers and that people read less accurately and less comprehensively on screens than on paper.
Esteem Journal of English Education Study Programme
The aims of this research was to determine students' perceptions of the effectiveness of learning reading by using electronic books (E-books). The formulation of the problem in this research is focused on what is the students' perception about the effectiveness learning reading by using electronic books (E-books). This research used descriptive qualitative method. The data were collected by triangulation, namely observation, questionnaires, interviews, and documentation. The results of the data showed that students' perceptions about the effectiveness of learning reading by using electronic books (E-books) provide a good perception. Electronic books (E-books) are good learning media to be applied to students to help students learn to be more independent.
The aim of the present study was to explore the reasons and influential factors behind teachers' use or non-use of information and communication technology (ICT) resources into reading comprehension instruction in Iranian High School contexts. To have a better understanding of the aforementioned matters and to see its relationship with the use or nonuse of (ICT) resources, the teachers' attitudes, perception and motivations were tested through some various types of questionnaires and interviews on the one hand and making a comparison between the results obtained from immediate and delayed posttests of the students whose teachers integrated ICT resources with those whose teachers took the ordinary rout of teaching. In doing so, the immediate and delayed posttests of sixty students whose teachers showed willingness to integrating ICT resources into reading comprehension were compared with those of sixty other students whose teachers took the traditional procedures of teaching reading comprehension. Both inferential and statistical description of their finals showed that those whose teachers showed willingness to the application of ICT resources outperformed the other group. It also indicated that females were more successful than their male counterparts even when they have the same background knowledge. The findings also showed that after taking part in computer in-service training almost all the teachers became interested in integrating ICT resources even those who had not used it before. The results also pointed the importance of teachers' vision of technology itself, their readiness to apply ICT resources, their experience with it, the importance of in-service training, their level of computer skill and competence, and the cultural environment that surrounds them and its introduction into schools and English institutes in shaping their attitudes, perceptions and motivation toward computer technology.
International Journal on Studies in English Language and Literature, 2017
Reading in the foreign language, as one aspect of learning the language, has also become the main interest of the whole world in general and to the Middle Eastern countries in particular. In spite of the importance of reading in the learning process and the advancement of technology in this area of learning, reading English text is still a challenge to the Arab students. One of the solutions set to manage the issue of reading was the use of computerized programs, commonly known as Computer-Assisted Language Learning (CALL). Since its introduction in late 1960, CALL has gained popularity as it proved to be effective tool to enhance the reading process and reading strategies among students, and help to sharpen their reading skills (Anuar 2006; Mohin 2006). Based on studies conducted in this area (Anuar 2006; Dentisak 2010; Mohin 2006; Al-Shawesh &Hussin 2015), it was stressed that using and teaching reading strategies through the web-based CALL programs (reading software and online materials) can positively affect students" language proficiency and reading skills. This is reflected on the students" learning development. Rhema and Miliszewska (2010: 430) found that most of Arabs students, especially the Arab Libyan, have insufficient computer reading skills, and most of them used the computer just for "entertainment and communication". The researchers added that the educational system in Jordan is not developed technologically as it still relies on the face-to-face interaction between students and their teachers within the classroom boundary. The intent of the present study is to provide an on-line comprehensive reading program, I-CARe (Interactive computer-assisted reading), which purposes to expose and direct Arab EFL students to the best the reading strategies needed for more effective reading. It is a web-based reading program that is designed by the researcher to offer three important aspects of reading support: (a) interactive reading materials that assist students to read better and apply a variety of reading strategies, (b) bi-directional reading exercises that allow students to practice, apply their reading strategies, and obtain proper feedback, and (c) enriching reading materials that encourage students to further enhance their comprehension of reading
Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level
The study investigated the impact of the affordance of computer assisted language learning (CALL) and mobile assisted language learning (MALL) on EFL reading comprehension at tertiary level. Pre-formed intact groups were used to conduct this quasi-experimental study. It used a pretest and post-test control group design. The participants were 122 first year university students. Computer-based reading comprehension exercises were used as intervention that lasted for six weeks. Vocabulary was pre-taught through WhatsApp. Post-test results of the reading comprehension achievement test revealed that the treatment group outperformed their counterparts in the control group. The results indicate the significance of technology incorporation in language learning process. The study shows the effective use of technology in EFL reading instruction. It works best when integrated in the instructional scheme. Results of the study also suggest that freely available technological resources can be used to create a conducive reading environment. The study needs to be replicated with bigger sample and longer period of intervention for more accurate results.
Efl Learners� Reading Learning in Web Based Instruction Setting
EduLite: Journal of English Education, Literature and Culture
This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps: �orientation, discussion, material exploration, action, test, and reflection. �Two data collecting methods�journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individuals finished the reading course for one semester. The findings show that the teaching-learning process using Web based instruction enlarges the students� reading activity, enhances micro and macro reading competences, and builds affection.
2017
Extensive reading approach (ER) has received conceptual support from views and theories that prioritize the importance of input in second language acquisition. ER is probably one of the easiest ways to implement an input-rich learning environment in a pedagogical setting. Accordingly, the current study is an attempt to investigate the effect of ER on EFL learners' reading attitudes. Three attitudinal values were measured which were Affective, Cognitive and Behavioral. They were measured by 20-item adopted questionnaire scored on a five- Likert scale. The sample of the study consisted of 70 undergraduate participants studying English as a foreign language at Hail University in KSA (Kingdom of Saudi Arabia). A Pair-Sampled t-test was used to analyze data. The results indicated that even though the majority of the EFL learners didn’t like reading in English at the beginning of the semester for it was their first experience, most of them responded positively towards extensive readi...