Impact of early reading skills and teachers perceptions in English as a foreign language using ICT: Evidence from Vietnam (Published)
This study aimed to identify the early reading skills in English as a foreign language via information and communication technology in Vietnam as well as early childhood student teachers perception. Currently, information and communication technology and part of the teacher’s perception in the classroom practices performed an effective role in the learning aptitude of students and enhanced their reading skills in English as a foreign language. The nature of the study was cross-sectional and data were collected from 100 students and teachers from Hanoi National University of Education. The output of the study revealed that more students were agreed and had a positive perception towards the uses of information and communication technology in teaching reading in English as a foreign language. The results also indicated that teachers used the best skills and strategies to enhance children’s vocabulary in the classrooms. Lastly, findings indicated that students faced a lack of resources and technical support as significant barriers. Implications for early childhood pre-service teacher training and educational policy are discussed.
Examining reading and writing approaches used in the teaching of reading and writing abilities in South Africa (Published)
The education-specific policy on language in South Africa lays emphasis on teaching, use and promotion of all official languages, through what is described as additive multilingualism. Mother tongue is universally acknowledged as the most effective way to function both cognitively and socially. The focus of the paper is on the methods used to teach reading and writing in Grade One. The study was conducted at four different Primary Schools where Sepedi is the Language of Teaching and Learning (LOLT). Observations, interviews and document analysis were used for data collection. The findings was that teachers resort to two to three methods i.e. whole class reading, paired reading and reading aloud of which does not yield good results. There are also challenges which contribute to the abovementioned issue: lack of resources, lack of parental involvement and overcrowded classes to name a few. The aim of this study was to establish how reading and writing in Sepedi as the home language was taught in Grade One in Mpumalanga Province primary schools in rural areas. A qualitative approach utilising an interpretive design was used. The findings indicated that teachers resorted to few and same strategies for teaching reading. In addition, findings support the notion that there are challenges in teaching reading in Grade One.
To make their learners achieve good competency in second or foreign language, teachers need to be careful in the choice of techniques, approaches and activities they use. Unfortunately, many teachers and course books separate the four macro skills in their teaching approach. The language which should be seen as a whole is taught in a segregated way, i. e. with whole lessons / sessions on listening, speaking, reading or writing skills. Language, whose prime objective is communication, is thus compartmentalised and leads to poor users. A good reader, listener or writer of a language is not necessarily a competent user of it in real communication situations. This paper proposes the presentation of news in class as an activity to integrate the four macro skills in teaching English as a Foreign Language. It is an exercise which involves the active participation of the whole class, considerably reduces the teacher talking time while increasing that of the learners.
The Role of School in the Development of the Students’ Reading Skills and Its Relationship to the Academic Achievement (A Case Study to the Basic School of Al-Fadil Bin Abbas) (Published)
The present study aimed at identifying the role of school in the development of the students’ reading skills and its relationship to their academic achievement. In order to achieve the goals of the study, the researcher followed the descriptive analytical approach where upon the study sample consisted of (125) students from the overall population of the study which reached at (1498). Following the application of the study tool, the researcher came to a result which indicates the presence of an effective role to the school in the development of the students’ reading skills. Moreover, it stated that there is a positive direct relationship between the students’ reading skills and their academic achievement. The researcher recommended the necessity of spreading awareness among the Arabic language teacher of the importance of enabling their students of the basic reading abilities before teaching them the principles of syntax, semantics and criticism or else.
Role of Public Library and ICT in Promoting Reading Among Students of English Language in Abakaliki Education Zone of Ebonyi State, Nigeria (Published)
The study focused on the role of public library and Information and Communication Technology (ICT) in promoting reading among senior secondary school students in English in Abakaliki Education Zone of Ebonyi State of Nigeria. Specifically, the study sought to find out the role of public library in promoting reading; the challenges of ICT in promoting reading and ways of enhancing reading through public libraries among senior secondary school students of Abakaliki Education Zone of Ebonyi State, Nigeria. 300 students were sampled from fifteen public secondary schools selected by simple random sampling from a total population of 67 secondary schools that make up Abakaliki Education Zone of Ebonyi State, Nigeria. The method used for the study was survey while questionnaire was used for data collection. Three research questions were formulated to guide the study. Mean and standard deviation were used to answer research questions. Findings showed that respondents agreed that public libraries provide easy access to variety of books among others. Based on findings recommendations were made.
Free voluntary reading is just as its name states. It is free reading; free in the sense that students chooses what material they want to read, choose to read or not to read and to report in class on the reading they have done or not. It is purely reading with no strings attached. This is a strategy voiced by Stephen Krashen and quite a good number of language educators have decided it is worth a short. Research reports support the assertion that those who read more do better in a wide variety of tests. They become better users of language and have a wider horizon of life. They are also reported to have a greater general knowledge. It is in view of these that this paper recommends FVR as a probable solution to the lamentably poor standard of English in schools and the general poor academic outcomes.
Comprehension is the ultimate goal of all reading; that is, the ability to understand a text underlies all reading tasks. Thus, main-idea comprehension should be at the core of all reading instruction. In most classes, comprehension is tested as the class reviews post-reading comprehension questions. Instead of testing comprehension, we can help our students by teaching comprehension. Simply put, reading comprehension is the act of understanding what you are reading. While the definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Reading comprehension is one of the pillars of the act of reading. The use of effective comprehension strategies that provide specific instructions for developing and retaining comprehension skills, with intermittent feedback, has been found to improve reading comprehension across all ages.