The Effects of SQ3R Instruction on Learners’ Self-Efficacy and Reading Ability in College Academic Reading

2016 ◽  
Vol 23 (2) ◽  
pp. 27-49
Author(s):  
Miran Yang ◽  
◽  
Kyunghye Kim
Keyword(s):  
Self Efficacy ◽  
Reading Ability ◽  
Academic Reading

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

scholarly journals ANALYSIS OF READING COMPREHENSION FINAL TEST AT ENGLISH DEPARTMENT OF MUHAMMADIYAH ACEH UNIVERSITY

2020 ◽  
Vol 7 (1) ◽  
pp. 72-85
Author(s):  
Rahmatun Nisa ◽  
Cut Mawar Helmanda
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Main Idea ◽  
Quantitative Approach ◽  
English Department ◽  
Final Test ◽  
Test Set ◽  
Academic Reading ◽  
Test Items ◽  
Intensive Reading

The aim of this study is not only  to analyze the model and the items test set by lecturer of  Reading Comprehension subject but also the ability of students according to the item questions of each final test. This study analyzes the contents taken from the document test and it used descriptive quantitative approach. The gained data derived from three Reading subjects, they are: Intensive Reading Comprehension, Reading Comprehension III dan Academic Reading. The total number of the items from those three subjects is 60 items. The findings revealed that the kind of questions asked by lecturers varied, namely; Multiple Choice, Open-ended Question, Word Matching, and True and False. Based on the those documents the writer found that 6 questions about Main Idea, 16 questions about Vocabulary, 4 about references, 6 questions about inference and 28 questions about details. Then, the results of students' reading ability in answering the items were; main idea:  ​​63.59%, Detail: 76, 92%, Inference: 44,04,  Reference ; 86, 89% and Vocabulary : 73,45 %. From the five aspects students were better to answer questions in the Reference item. The implication of this research is to provide input to examiners and lecturers in giving material and in testing students at the end of the semester and to improve the ability to make test items.

scholarly journals Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Naomi A.Y. Boakye
Keyword(s):  
Reading Ability ◽  
Role Play ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
First Year ◽  
Social Phenomena ◽  
First Year Students ◽  
Academic Reading ◽  
Explicit Strategy Instruction ◽  
High Level

Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain a greater understanding of social phenomena. A high level of reading proficiency is required in the reading of sociology texts; however, some students are poor readers and find it difficult to cope.Objectives: The article reports on a support programme aimed at improving first-year sociology students’ academic reading proficiency.Method: In addition to explicit strategy instruction, which has been used by many researchers to improve reading comprehension, role play was introduced to the reading of sociology texts during tutorials in order to promote deep reading and improve comprehension. Pre-tests and post-tests, together with closed-ended and open-ended questionnaires, were used to determine the efficacy of the intervention. The tests were analysed using t-tests, and the questionnaires were analysed using descriptive statistics for the closed-ended section and content analysis for the open-ended questions.Results: The findings showed that a significant number of students had improved their reading proficiency and reported both cognitive and affective benefits.Conclusion: Recommendations are made in relation to the use of role play in addition to explicit strategy instruction in order to maximise the improvement of students’ academic reading ability.

scholarly journals The Effect of Background Variables on Gender DIF

2017 ◽  
Vol 5 (1) ◽  
pp. 490
Author(s):  
Nermin Kibrislioglu Uysal ◽  
Kubra Atalay Kabasakal
Keyword(s):  
Socioeconomic Status ◽  
Self Efficacy ◽  
Reading Ability ◽  
Science Achievement ◽  
Latent Trait ◽  
Item Functioning ◽  
Multiple Indicator ◽  
Computer Based ◽  
Science Motivation ◽  
Gender Groups

The purpose of this study is to investigate the presence of differential item functioning (DIF) between gender groups in PISA 2015 science items in nine selected countries. Moreover, the effect of socioeconomic status, reading ability, science self-efficacy and science motivation on the presence of gender-related DIF are examined, respectively. One cluster from computer-based assessment (CBA) is taken into consideration. The countries are selected among the ones that implemented CBA, on the basis of their rank in science achievement. Multiple Indicator Multiple Causes method (MIMIC) is used in our analysis. DIF analysis in the MIMIC involves fit comparisons of both full and reduced models to determine if the items can measure the latent trait equally among the specified groups. The MIMIC analysis is conducted in two steps. First, the items is being tested for showing DIF among gender groups. Then the socioeconomic status, the reading ability, the science self-efficacy and the motivation are added to the model to test gender-related DIF items and their effects, respectively. According to results of the study, gender-related DIF appeared in all of the selected countries vary between two and six items. In four of the countries none of the selected variables significantly affect the presence of gender-related DIF. Instead, in the remaining countries the number of gender-related DIF items is reduced by adding different combinations of the selected variables to the model. The effect of variables which reduce the number of gender-related DIF items will discussed within each country.

scholarly journals THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Rumiri Aruan
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Improvement ◽  
Writing Courses ◽  
Academic Reading ◽  
Good Score

This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses.

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