Tag Archives: Reading Comprehension

Content Schema, an Indispensable Part of L2 Reading Comprehension: A Review (Published)

This paper aims to explore and raise awareness of the significance of  content schema as an essential component of language acquisition, principally illustrating its potent value in L2 reading comprehension. All good readers have enhanced schematic knowledge that helps them in comprehending not only texts, but lexis plus contextual information without difficulty. Activating students’ schemata helps them to become metacognitive, however, the role and importance of schemata in language acquisition has fairly remained a derelict aspect with regards to second language learning and teaching; this study therefore seeks to highlight the same for facilitating a much needed understanding required to devise and put into practice an easily adaptable way of learning and instructing possibly in L2 reading. The study may possibly pave the way for further research in the area.

Keywords: Content Schema, Contexts, Culture, Linguistic, Reading Comprehension, Schema

Effects of Task-Based Instruction on Reading Comprehension of Turkish EFL Learners (Published)

This action research paper aims to investigate the effects of task based instruction on reading comprehension and new vocabulary learning in Turkish EFL setting. Participants of the study are preparatory school students in one of the private universities in İstanbul, Turkey.  They were placed into classes according to results of English proficiency exam that they took at the beginning of the semester. Among already assigned 55 beginner classes, two beginner groups whose quizzes and midterm results are quite similar were chosen and they became experimental and control group for this study. In the first step, mean scores of reading part of the ELAT exam, which is a kind of final exam and administered twice in a semester, were taken. This was accepted as a pre-test. In the second step, in a 2-hour reading lesson, experimental group received task-based instruction while control group went on their traditional reading lesson. After the lessons, both groups were given comprehension and vocabulary questions. After 2-week interval, both groups received a recall-test to check the long term effect of task-based instruction on new words that were learned in the lesson. The findings of the study revealed that both groups showed an improvement with instruction however there is a significant difference between the mean scores of experimental group and control group in post-test in terms of comprehension. Experimental group was more successful in post-test. Moreover, results of recall test showed that task-based instruction has a positive effect on vocabulary learning, as well. 

Keywords: Reading Comprehension, Task-Based Teaching, Vocabulary Knowledge

Effects of Task-Based Instruction on Reading Comprehension of Turkish Efl Learners (Published)

This action research paper aims to investigate the effects of task based instruction on reading comprehension and new vocabulary learning in Turkish EFL setting. Participants of the study are preparatory school students in one of the private universities in İstanbul, Turkey.  They were placed into classes according to results of English proficiency exam that they took at the beginning of the semester. Among already assigned 55 beginner classes, two beginner groups whose quizzes and midterm results are quite similar were chosen and they became experimental and control group for this study. In the first step, mean scores of reading part of the ELAT exam, which is a kind of final exam and administered twice in a semester, were taken. This was accepted as a pre-test. In the second step, in a 2-hour reading lesson, experimental group received task-based instruction while control group went on their traditional reading lesson. After the lessons, both groups were given comprehension and vocabulary questions. After 2-week interval, both groups received a recall-test to check the long term effect of task-based instruction on new words that were learned in the lesson. The findings of the study revealed that both groups showed an improvement with instruction however there is a significant difference between the mean scores of experimental group and control group in post-test in terms of comprehension. Experimental group was more successful in post-test. Moreover, results of recall test showed that task-based instruction has a positive effect on vocabulary learning, as well. 

Keywords: Reading Comprehension, Task-Based Teaching, Vocabulary Knowledge

The Effect of Motivation on Developing EFL Learners’ Reading Comprehension Skills (Published)

This study is set up to examine how motivation affects on comprehending English texts. It concentrates on reading comprehension mainly because reading is the important one of the four skills in English as foreign language (EFL). The participants are university teachers of English language and undergraduate English language students at Blue Nile University in Sudan. The researcher used the descriptive analytical approach because it is suitable for such studies. The data of this study collected by means of questionnaire and tests. This study leads to the findings that there are: motivational techniques improve the EFL intrinsic motivation to read,  motivation and attitudes affect on EFL learners’ reading comprehension skills, and different techniques of teaching reading comprehension are helpful in comprehending English texts. Finally the researcher recommends that reading strategies should be taught to EFL students and using games, elements of fun and humors in the classroom motivate students to read and understand.

Keywords: EFL Learners’, Motivation, Reading Comprehension

A Study on the Impact of MALL (Mobile Assisted Language Learning) on EFL learners’ Reading comprehension (Published)

Technological developments with the adoption of mobile multimedia devices and applications have translated into huge opportunities for English as a foreign language (EFL). Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on EFL learners’ reading comprehension. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners’ reading comprehension, reading comprehension test (EnglishForEveryone.org graded English Worksheets) in form of multiple choice and some open ended questions was used as a pre – test and post – test to assess the participants’ reading comprehension in both control and experimental group. The result revealed that EFL learners favor reading comprehension via mobile phones due to the convenience facilitated by the portability and accessibility of the mobile phones.

Keywords: EFL Learners’, MALL, Reading Comprehension

IMPROVING READING COMPREHENSION BY USING COMPUTER-BASED CONCEPT MAPS: A CASE STUDY OF ESP STUDENTS AT UMM-ALQURA UNIVERSITY (Published)

This study aims to investigate the impact of using a computer-based concept mapping technique on a group of pre-medical Saudi students’ reading comprehension. These students were registered for an ESP course during the second term of the academic year 2013-14.Twenty-five male subjects were engaged in this experiment which lasted for seven weeks. Participants completed a five-week training period on how to manipulate CMapTools software to generate concept maps to aid their reading comprehension. The findings indicate that using computer-generated concept maps as a learning strategy has a positive impact on students’ reading comprehension level. It is found the students’ mean score in a reading comprehension test has increased from (11.04) to reach (15.64) after they have completed their five-week training period to restructure their reading texts. The students have also shown very positive views towards this technique and report that it has made their reading process more tangible and interesting. They even claim the possibility of using this technique to facilitate learning other language skills and not only reading. These results verify the efficacy of this technique and the researcher recommends its application in Saudi institutions.

Keywords: MapTool., Reading Comprehension, background knowledge, cognitive load, concept maps

EFFECTS OF TASK-BASED INSTRUCTION ON READING COMPREHENSION OF TURKISH EFL LEARNERS (Published)

This action research paper aims to investigate the effects of task based instruction on reading comprehension and new vocabulary learning in Turkish EFL setting. Participants of the study are preparatory school students in one of the private universities in İstanbul, Turkey. They were placed into classes according to results of English proficiency exam that they took at the beginning of the semester. Among already assigned 55 beginner classes, two beginner groups whose quizzes and midterm results are quite similar were chosen and they became experimental and control group for this study. In the first step, mean scores of reading part of the ELAT exam, which is a kind of final exam and administered twice in a semester, were taken. This was accepted as a pre-test. In the second step, in a 2-hour reading lesson, experimental group received task-based instruction while control group went on their traditional reading lesson. After the lessons, both groups were given comprehension and vocabulary questions. After 2-week interval, both groups received a recall-test to check the long term effect of task-based instruction on new words that were learned in the lesson.The findings of the study revealed that both groups showed an improvement with instruction however there is a significant difference between the mean scores of experimental group and control group in post-test in terms of comprehension. Experimental group was more successful in post-test. Moreover, results of recall test showed that task-based instruction has a positive effect on vocabulary learning, as well.

Keywords: Reading Comprehension, Task-Based Teaching, Vocabulary Knowledge

THE EFFECTS OF DISCOURSE MARKERS ON THE READING COMPREHENSION AND SPEED OF CHINESE LEARNERS OF ENGLISH (Published)

Discourse markers are frequently used in academic papers, which abound in logical analyses and arguments. Some linguistic theories have shown that discourse markers are indispensable for both cohesion and coherence of these papers. In this study, a controlled test was carried out to analyze the way in which discourse markers affect the reading comprehension and reading speed of Chinese learners of English. In the study two groups of students (undergraduates and postgraduates) who minored in English as a foreign language were tested with four versions of a medical paper. Four versions were designed: a version without discourse markers, a version with micro markers, a version with macro markers, and a version with both micro and macro markers. A cloze recall test was used to measure the students’ comprehension and reading speed.  The results show that macro markers play a helpful role in enhancing readers’ reading comprehension and reading speed. It is concluded that Chinese teachers should place more emphasis on the instruction of discourse markers, especially macro markers.

Keywords: Chinese Learners, Discourse Markers, Reading Comprehension, Reading Speed

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