Why fifth- and seventh-graders submit off-task responses to a web-based reading comprehension tutor rather than expected learning responses

2014 ◽  
Vol 75 ◽  
pp. 229-252 ◽  
Author(s):  
Bonnie J.F. Meyer ◽  
Kausalai Kay Wijekumar
Keyword(s):  
Reading Comprehension ◽  
Seventh Graders ◽  
Web Based

scholarly journals Pengembangan tes membaca bahasa Indonesia berbasis web bagi mahasiswa Thailand di Universitas Negeri Yogyakarta

LingTera ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 91-99
Author(s):  
Aleeyah Masae
Keyword(s):  
Reading Comprehension ◽  
Test Reliability ◽  
Choice Test ◽  
Elementary Level ◽  
Average Score ◽  
Web Based ◽  
Test Items ◽  
Thai Students ◽  
Bahasa Indonesia ◽  
The Web

Penelitian ini bertujuan untuk menghasilkan instrumen tes hasil belajar pemahaman membaca Bahasa Indonesia berbasis web yang dapat digunakan oleh mahasiswa Thailand tingkat dasar. Subjek yang terlibat dalam uji coba adalah 12 mahasiswa Thailand yang kuliah di Universitas Negeri Yogyakarta (UNY). Uji coba tes berjumlah tiga orang, sedangkan uji coba kelayakan web berjumlah sembilan orang. Data yang digali dalam penelitian ini adalah data dari angket dan data uji coba tes. Data dari angket menggunakan teknik analisis deskriptif kuantitatif dan data uji coba tes analisis menggunakan program ITEMAN. Hasil penelitian ini adalah sebagai berikut: (1) Proses pengembangan UKBIPUTH berbasis web terdiri atas dua tahap, yaitu tahap pengembangan tes dan pengembangan web. Tahap pengembangan tes diawali dengan penyusunan kisi-kisi, menyusun butir-butir soal dan ditelaah butir tes oleh ahli serta merevisi, uji coba tes, dan analisis butir tes. Selanjutnya tahap pengembangan web diawali dengan mendesain flowchart dan storyboard serta pembuatan produk, kemudian produk divalidasi oleh ahli media, uji coba skala kecil, dan uji coba skala besar; (2) Karakteristik tes pilihan ganda, tes benar/salah, dan tes menjodohkan memiliki validitas isi tes baik dan koefisien reliabilitas tes masing-masing kategori tinggi. Analisis butir tes berdasarkan tingkat kesukaran butir tes baik dan efektivitas pengecoh butir tes baik; (3) Hasil penilaian dari aspek tampilan web dengan berkategori baik; (4) Hasil penilaian dari aspek sistem web dengan berkategori baik. Developing web-based Indonesian language reading test for Thai students at the Universitas Negeri Yogyakarta AbstractThis study aims to develop an elementary level web-based Indonesian reading comprehension test for Thai students. The data collection instruments included evaluation sheets for the material and media experts and questionnaires to individual students on the field trials. The test items were analysed using the Iteman. The quantitative descriptive analysis technique was used to analyse the data. The results of this study are as follows: (1) The process of developing the web-based UKBIPUTH is done in two steps; they are the development of test and the development of web. The development of test was started by developing test items and later validated by the experts, test try-out, and finally test items analysis; (2) Characteristics of the multiple-choice test, true-false test, and matching test are described as follows: the content validation was good and the test reliability of Alpha respectively 0.748, 0.762, and 0.772. Based on the analysis by using ITEMAN item, the tests have a good difficulty index and the effectiveness of the test items distractors are good because the distractors work well; (3) The final product gets the evaluation in the aspect of appearance which is categorized ‘good’ with an average score of 3.80; (4) The final product gets the evaluation in the system aspects is categorized as ‘good’ with an average score of 4.10. The web-based test tool, UKBIPUTH is fit to be used to measure elementary level Indonesian reading comprehension of Thai students.

Design of a Web-Based Sentence Analysis System to Support EFL Reading Instruction

2015 ◽  
Vol 5 (2) ◽  
pp. 11-22
Author(s):  
Yea-Ru Tsai ◽  
Yukon Chang
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Engineering Students ◽  
Control Group ◽  
Web Based ◽  
Post Test ◽  
Comprehension Process ◽  
On Line ◽  
Analysis System ◽  
Experimental Group

The purpose of this study was to investigate the effects of an on-line Cumulative Sentence Analysis (CSA) instruction on university engineering students' English reading comprehension. Within the framework of CSA instruction, the reading comprehension process can be divided into six steps: identifying finite verbs, finding key words, separating clauses, identifying subjects and main verbs, adding words stepwise, and translating the sentence. The results showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pretest. The findings clearly demonstrated that on-line CSA instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts.

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

2017 ◽  
Vol 31 (9) ◽  
pp. 1969-1996 ◽  
Author(s):  
Kausalai Wijekumar ◽  
Bonnie J. F. Meyer ◽  
Puiwa Lei ◽  
Anita C. Hernandez ◽  
Diane L. August
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Content Area Reading ◽  
Text Structure ◽  
Content Area ◽  
Web Based ◽  
Spanish Speaking ◽  
Structure Instruction

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 112-134 ◽  
Author(s):  
Philip Murphy
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Learning Context ◽  
Mediated Communication ◽  
Web Based ◽  
Remote Locations ◽  
Computer Mediated ◽  
Collaborative Reading

AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

scholarly journals The Effect of Using RAP Strategy on Developing Reading Comprehension Skills for Seventh Graders in Gaza Governorates

2021 ◽  
Vol 29 (2) ◽  
Keyword(s):  
Reading Comprehension ◽  
Experimental Approach ◽  
Female Students ◽  
Seventh Graders ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
The Mean ◽  
Girls School ◽  
Reading Comprehension Skills ◽  
Experimental Group

This research aimed to investigate the effect of employing the RAP as a strategy to develop the reading comprehension skills among seventh graders in Gaza governorates. For the purpose of the study, the quasi-experimental approach was used on a sample of (80) female students from Rafah Martyrs' Preparatory Girls' School divided into two equivalent groups. The experimental group included (44) female students, while the control one included (36) female students. The tools of data collection were a checklist of reading comprehension skills and reading comprehension test. To analyze the collected data, t-test was conducted. Furthermore, to examine the effectiveness of RAP strategy in developing reading comprehension skills, the effect size was measured. The results indicated that there were statistically significant differences at (0.05 ≥ (in the mean scores of the reading comprehension skills in favor of the experimental group. In light of these results, the researchers recommended that English teachers use RAP strategy to develop reading comprehension skills for students.

Experimental Study on Strategy-Oriented Web-Based English Instruction for EFL Students

2017 ◽  
Vol 56 (8) ◽  
pp. 1238-1257 ◽  
Author(s):  
Mei-Mei Chang ◽  
Mei-Chen Lin
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Reading Program ◽  
Instructional Materials ◽  
Control Group ◽  
Web Based ◽  
Quasi Experimental ◽  
Efl Students ◽  
Students Attitudes ◽  
Experimental Group

This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students’ reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students’ reading comprehension were investigated. A questionnaire on students’ attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students’ feedback about using the SMART program was positive and encouraging.

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