scholarly journals The Impact of Critical Literacy Instruction on Adult EFL Learners’ Reading Comprehension

2020 ◽  
pp. 34-55
Author(s):  
Havva KURT TAŞPINAR ◽  
Feryal CUBUKCU
Keyword(s):  
Reading Comprehension ◽  
Critical Literacy ◽  
Literacy Instruction ◽  
Efl Learners ◽  
The Impact

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

2016 ◽  
Vol 7 (2) ◽  
pp. 370
Author(s):  
Ayda Rahmani
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Control Male ◽  
Control Female ◽  
Efl Learners ◽  
Input Enhancement ◽  
Paired Samples ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest.  Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

2020 ◽  
Author(s):  
Hamza Alshenqeeti ◽  
Musaad Alrahaili
Keyword(s):  
Reading Comprehension ◽  
Cognitive Skills ◽  
Language Production ◽  
Teaching And Learning ◽  
English Language ◽  
Analysis Data ◽  
Task Repetition ◽  
Efl Learners ◽  
L2 Learning ◽  
The Impact

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

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