آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 116 |
| تعداد مقالات | 1,347 |
| تعداد مشاهده مقاله | 1,352,372 |
| تعداد دریافت فایل اصل مقاله | 1,293,415 |
Instructors and Students’ Use of Literal, Reorganization, and Inferential Reading Strategies | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 11، دوره 8، شماره 2 - شماره پیاپی 16، دی 2020، صفحه 179-196 اصل مقاله (1.45 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2020.26960.1216 | ||
| نویسندگان | ||
| Nur Izzati Azman1؛ Mansour Amini* 2؛ Lin Siew Eng3؛ Masoumeh Alavi4 | ||
| 1B.A. in English Language and Communication, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia | ||
| 2Assistant Professor of Translation Studies, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University Malaysia, Kuala Lumpur, Malaysia | ||
| 3Ph.D. in Education (TESOL), Berjaya School of Humanities & Social Sciences, Faculty of Liberal Arts, BERJAYA University College, Kuala Lumpur, Malaysia | ||
| 4Ph.D. of Guidance and Counselling, Psychology Department, Jeffrey Cheah School of Medicine & Health Sciences, Monash University, Malaysia | ||
| چکیده | ||
| Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the English Language Proficiency Programme (ELPP) at the University of Malaya, Malaysia selected through purposive sampling. Thisqualitative study involved in-class observations and interviews with instructors, and questionnaires administered to students.The analysis of the data revealed that both instructors and students practice various reading strategies when dealing with comprehension questions, and some strategies used by the instructors are never or seldom used by the students. Strategies such as “reading questions before reading the passage”, “skimming and scanning”, “connecting prior knowledge”, and “finding context clues” were found to be used by both instructors and students. The findings indicated that instructors’ implementation of a variety of reading strategies affects students’ comprehension level over the reading materials. Therefore, the study can provide clear guidelines for the EFL instructors to seek for their students’ advancement of reading proficiency. This could ultimately result in students’ better academic achievement and learning motivation. | ||
| کلیدواژهها | ||
| EFL؛ Inferential؛ Instructor؛ Malaysia؛ Reading؛ Strategy | ||
| مراجع | ||
|
AD- Heisat, M., Mohammed, S., Krishnasamy, K., &Issa, J. (2009). The use of reading strategies in developing students’ reading competency among primary school teachers. European Journal of Social Sciences, 12(2), 310-319.
Al-Jarrah, H.,&Ismail, N.S.B. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 8(7),32-41.
Amini, D., Ayari, S.,& Amini, M. (2016). The effect of flow state on EFL learners’ vocabulary learning. International Journal of Multicultural and Multireligious Understanding, 3(5), 9-11.
Amini, M., Zahabi, A., &Alavi, S. (2016). The efficacy of procedural and declarative learning strategies on EFL students' oral proficiency. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(1), 45-61.
Aqeel, M.,& Farrah, M. (2019). Eighth grade textbook reading comprehension questions and Barrett's Taxonomy: Teachers' perspectives at Hebron District, Palestine. Hebron University Research Journal, 14(1), 229-260.
Asraf, M.R. (1996). The English language syllabus for the year 2000 and beyond-lessons from the views of teachers. The English Teacher,25(1), 1-19.
Bojovic, M. (2010). Reading skills and reading Comprehension in English for Specific Purposes, The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2010, September 2010, 1-5. Celje, Slovenia.
Creswell, J., & Creswell, D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage Publications.
David, M. K.,&Govindasamy, S. (2006). National identity and globalization in Malaysia. In A. B. M. Tsui, & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts, (pp. 55-72). Mahwah, NJ: Lawrence Erlbaum.
Day, R. R., & Park, J. (2005). Developing reading comprehension questions. Foreign Language,17(1), 60-73.
Dechant, E. (1991). Understanding and teaching reading: An interactive model. New Jersey: Lawrence Erlbaum.
Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. doi: 10.1016/j.lindif.2011.01.003.
Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup& S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). Newark, DE: International Reading Association.
Eng, L.S., Mohamed, A.R., & Ismail, S.A.M.M.(2016). Systematic tracking of Malaysian primary school students' ESL reading comprehension performance to facilitate instructional processes. International Journal of Instruction, 9(1), 149-162.
Grabe, W., &Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). Harlow: Pearson Education Limited.
Green, J.,&Thorogood, N. (2004). Qualitative methods for health research. London: Sage.
Hartmann, P. & Blass, L. (2007). Quest: Reading and writing. New York, NY. McGraw-Hill.
Hasan, F., &Selamat, N.F. (2002). Why aren’t student proficient in ESL: The teachers’ perspectives. The English Teacher, 31, 107-123.
Heilman, A. W., Blair, T. R., &Rupley, W. R. (2002). Principles and practices of teaching reading (10th ed.). Upper Saddle River, NJ: Merrill:Prentice Hall.
Houtveen, A. A. M., & van de Grift, W. J. C. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18(2),173–190. doi:10.1080/09243450601058717
Javed, M., Eng, L.S., Mohamed, A.R.,& Ismail, S. (2016). Identifying reading strategies to teach literal, reorganization and inferential comprehension questions to ESL students. The Journal of Asia TEFL,13(3), 204-220.
Kawulich, B. (2005). Participant Observation as a Data Collection Method. Forum: Qualitative Social Research, 6(2). Retrieved 13 February 2020 from https://www.qualitative-research.net/index.php/fqs/article/view/466/996#gcit Kissau, S.,& Hiller, F. (2013). Reading comprehension strategies: An international comparison of teacher preferences. Research in Comparative and International Education, 8(4),437-454.
McNamara, D.S.,&Magliano, J.P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (pp. 297-384). New York, NY: Academic Press.
Mehrpour, S.,&Rahimi, M. (2010). The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners. System,38(2), 292-300.
Muayanah, M. (2014). Reading comprehension questions developed by English teachers of senior high schools in Surabaya. JurnalSosialHumaniora, 7(1), 20-44.
Nambiar, R. M. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. 3L; Language, Linguistics and Literature:The Southeast Asian Journal of English Language Studies, 13(1), 77-94.
Ng, C.F.,& Ng, P.K. (2013). Teaching strategies and their impacts on the English proficiency of young Malaysian learners. Frontiers of Language and Teaching, 4(1), 186-195.
Oxford, R. L. (1999). Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. RevistaCanaria de EstudiosIngleses, 38, 109-126.
Qrqez, M., & Ab Rashid. R. (2017). Reading comprehension difficulties among EFL learners: the case of first and second-year students at Yarmouk University in Jordan. Arab World English Journal, 8 (3) 421-431.
Salina, N.,&Hamzah, A. J. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. Research in Comparative and International Education, 8(7), 32-41.
Sarjan, N.,&Mardiana, H. (2017). An analysis on the English teachers’ strategies in teaching reading comprehension at the second grade of junior high school 1 of Wonomulyo. English, Teaching, Learning and Research Journal. 3(2), 150-158.
Semtin, S.A.,&Maniam, M.(2015). Reading strategies among ESL Malaysian secondary school students. International Journal of Evaluation and Research in Education, 4(2), 54-61.
Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 38(1), 1–35.
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
Walshe, C., Ewing, G., & Griffiths, J. (2011). Using observation as a data collection method to help understand patient and professional roles and actions in palliative care settings. Palliative Medicine, 26(8), 1048–1054. doi:10.1177/0269216311432897
Wixson, K., Peters, C., Weber, E., &Roeber, E. (1987). New directions in statewide reading assessment. The Reading Teacher, 40(8), 749-754.
Yuen J. (2009). Context clue detectives: Empowering students with a self-learning device through the teaching of context clues. Unpublished Master's Thesis, University of California.
Zare, P. (2013). Exploring reading strategy use and reading comprehension success among EFL learners. World Applied Sciences Journal, 22(11), 1566-1571. | ||
|
آمار تعداد مشاهده مقاله: 1,030 تعداد دریافت فایل اصل مقاله: 807 |
||