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Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension  [cached]
Mohammad Reza Ahmadi,Hairul Nizam Ismail
Journal of Studies in Education , 2012, DOI: 10.5296/jse.v2i4.2584
Abstract: Reading Comprehension is one of the most important skills, receives the special focus in foreign language teaching. Research has suggested that explicit reading strategies can be taught to students and enhancing their reading comprehension. The purpose of this study is to investigate the effects of reciprocal teaching on reading comprehension. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to improve students’ reading comprehension This article will discuss whether ‘reciprocal teaching strategies’ improve students reading comprehension or not. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension in higher education success. One solution to this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies. This paper is going to define the key words, explain the models of reading process, follow reading process and reading strategies, discuss cognitive and meta-cognitive strategies and reading comprehension, elaborate reciprocal teaching and its theoretical framework, mention the related research on reciprocal teaching, and state relationship between reciprocal teaching and reading comprehension. The findings indicated that reciprocal teaching had a significantly positive effect on the English reading comprehension and usage of the four main factors of reciprocal teaching strategies of EFL students.
Teaching Comprehension Skills using Context –Based Texts in Second Language Learning at Tertiary Level  [cached]
Hajah Siti Akmar Abu Samah,Hj. Kamaruzaman Jusoff
International Education Studies , 2008, DOI: 10.5539/ies.v1n4p118
Abstract: Content-based reading texts play a vital role in the acquisition of knowledge and information in various fields of studies. Reading these texts at higher institution demands a great deal of effort from the students who are learners of English as a Second Language (ESL). These students who are generally school leavers, whose level or reading exposure is confined to Bahasa Malaysia-based text in their primary and secondary education, have to tackle on their own the tremendous demand of reading and comprehending the English content-based texts. These texts are derived from reference books or lecture notes, which are in English and may pose language barriers for the ESL learners. These are also ESL learners when first enter tertiary level; have met a minimum requirement of at least a credit in English as a second language at secondary school level. These reading materials pose comprehension difficulties when they are streamlined into specific field of studies. This paper attempts to look into the training of selected comprehension skills that language lecturers, particularly new ones in the teaching field, can apply the teaching skills to help learners to alleviate the comprehension challenges when reading content-based texts. This paper is also intended to assist new language lecturers who are embarking in ESL teaching of reading comprehension using content-based texts.
La compréhension en lecture aux deuxième et troisième cycles du primaire: regard sur les pratiques déclarées d’enseignement  [cached]
Virgine Martel,Jean-Yves Lévesque
Canadian Journal of Applied Linguistics (CJAL) , 2010,
Abstract: RésuméAfin de dresser le portrait actuel des pratiques enseignantes en matière de compréhension en lecture aux deuxième et troisième cycles du primaire, la présente recherche a identifié, par le biais d'un questionnaire, les pratiques pédagogiques de 413 enseignants de différentes régions du Québec. Alors que les études réalisées au tournant des années 2000 laissaient penser que les enseignants se conformaient à un enseignement relativement traditionnel et peu tourné vers l'enseignement de stratégies de compréhension, les résultats de la présente recherche démontrent que les enseignants déclarent équiper leurs élèves de stratégies en vue de développer leur compétence à comprendre le discours écrit. Toutefois, il semble évident que certaines pratiques, notamment celles liées à l'enseignement de stratégies métacognitives et à l'enseignement réciproque sont délaissées par plus de la moitié des enseignants. Ainsi, des améliorations sont souhaitables, voire fondamentales afin d'améliorer la compétence des élèves.AbstractThis article presents the results of a survey completed by 413 elementary school teachers across Quebec. The study aimed to document current teaching practices relating to reading comprehension. While studies completed at the beginning of this century suggested that teachers tend to resort to relatively traditional teaching that does not focus explicitly on teaching comprehension strategies, the results of this study show that teachers claim that they equip their students with strategies that enhance their reading comprehension skills. However, some practices, and in particular those linked to metacognitive strategies and reciprocal teaching, appear to be neglected by more than half of the participants in this study. Implications for improving reading instruction are offered.
Web Based Application for Reading Comprehension Skills  [PDF]
Samir Zidat,Mahieddine Djoudi
International Journal of Computer Science Issues , 2011,
Abstract: The use of the web in languages learning has been developed at very high speed these last years. Thus, we are witnessing many research and development projects set in universities and distance learning programs. However, the interest in research related to writing competence remains relatively low. Our proposed research examines the use of the web for studying English as a second foreign language at an Algerian university. One focus is on pedagogy: therefore, a major part of our research is on developing, evaluating, and analyzing writing comprehension activities, and then composing activities into a curriculum. The article starts with the presentation of language skills and reading comprehension. It then presents our approach of the use of the web for learning English as a second language. Finally a learner evaluation methodology is presented. The article ends with the conclusion and future trends.
Correlation between Reading Comprehension Skills and Students’ Performance in Mathematics  [cached]
Ombra A Imam,Maripaz Abas Mastura,Hazri Jamil
International Journal of Evaluation and Research in Education , 2012, DOI: 10.11591/ijere.v2i1.1803
Abstract: The deteriorating performance of Filipino students in the national and international mathematics tests for the last decade has become a major challenge to Philippine education. The Department of Education attributed this problem to students’ poor reading comprehension. Previous studies showed varied findings on the association between variables in reading and mathematics. The present study utilized the six elements of reading comprehension skills to determine their relationship to students’ performance in mathematics. A total of 666 students belonging to the randomly selected first year classes from 18 public and private high schools were taken as sample. A correlation research design was used and a competency-based achievement tests in reading comprehension and mathematics were the research instruments. Students in private schools performed better in reading comprehension skills and mathematics than their counterparts. While reading comprehension skills were insignificantly correlated to private school students’ mathematics performance, the case is different in public schools wherein three skills namely understanding vocabulary in context, getting main idea, and making inference surfaced to have connection with mathematics. The overall students’ reading comprehension skills were not significantly correlated to mathematics performance. Hence, the poor mathematics performance could be explained by other factors not related to reading comprehension skills.
An Action Research Plan for Developing and Implementing The Students’ Listening Comprehension Skills  [cached]
Chunpin Luo
English Language Teaching , 2008, DOI: 10.5539/elt.v1n1p25
Abstract: This is a proposal for an action research plan designed to find out how to improve students’ listening comprehension skills, enhance their performance and help to promote better learning. This plan is focused on the minority students who major in English in our University. Listening comprehension is one of the most difficult courses for them. As their teacher, the author would like to conduct an action research in her classroom teaching in order to make some changes in her teaching, to assist the students to become active listeners, and to improve their overall listening comprehension skills.
On Training Methods of Five Basic Skills of College English
Jun Shu
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.11.1664-1667
Abstract: In accordance with the latest College English Curriculum Requirements issued by the National Depart of Education in 2007, the objective of College English is to develop Students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges. To achieve the objective of College English, the training methods of five basic skills of College English are discussed in this essay.
Teaching Listening Comprehension Skills: A Test-orientated Approach  [cached]
Shao-Wen Su,Chung-Hsiang Liu
Journal of Language Teaching and Research , 2012, DOI: 10.4304/jltr.3.3.458-465
Abstract: Attributed to a “receptive skill” in the communicative process, listening comprehension would be the most arduous task of all four language skills. It is likely that EFL (English as a foreign language) students encounter various predicaments, of e.g. grasping main ideas of the dialogues in contexts, and in turn suffer from learning anxiety. The issue of how to assist the students in improving their listening competency is worth attention. This article is, therefore, intended for illustrating a test-orientated approach to teaching listening comprehension skills to EFL students through an analysis of sample questions about listening comprehension (i.e. Choosing the Right Picture, Short Questions, and Short Conversations) on GEPT tests at the elementary level and through provision of tips (i.e. Skim, Scan, Listen, Guess/Infer, Choose & Write and Check) on how to answer the questions effectively. Implications for teaching listening comprehension are also made at the end of the paper.
Skills and Strategies Used in the Comprehension and Production of Academic Writing in Taif University  [cached]
Sawsan Amin Ahmed,A. Alamin
English Language and Literature Studies , 2012, DOI: 10.5539/ells.v2n3p134
Abstract: The paper examines the skills and strategies that are employed in the comprehension and the production of the writing tasks at the undergraduate levels. Through diary keeping the strategies and skills were explored and the resulting written assignments were analyzed. One of the findings that can be used as a guide infuture planning for writing classes is that in order to develop skills such as critical thinking; errors in grammar should not be the base for the final grading.
The Communication Skills of the Staff at Ajloun University College: A Case Study  [cached]
Hamza khalil AL – Khaddam,Ebtisam Zaal AL-Mahasneh
International Business and Management , 2013, DOI: 10.3968/j.ibm.1923842820130601.1015
Abstract: This Study is aimed at identifying the availability of communication skills and listening skills, dialogue skills, time management skills, and computer skills of the Staff at Ajloun University College. In addition, it identifies significant differences at the level of communication skills of the staff of Ajloun University College due to certain variables including: gender, age, and educational qualification. The researchers used the survey methodology to obtain data. The study concluded that the staffs at Ajloun University College have communication skills with moderate rates in all fields of communication skills adopted in the study. Besides, the staffs there have good listening skills. Further, the staffs with Ages less than 30 years old at Ajloun University College have good skills of computer use. Key words: Communication skills; Ajloun university college; Faculty members
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