Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Thuraisingam, Thavamalar

doi:10.11648/j.ijecs.20170203.13

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…In concurrence, Klapwijk (2016) states that strategies can be said to refer to the ability to ensure that prereading is introduced to encourage the learners to guess new words that are being taught (Madikiza et al 2018;Thuraisingam et al 2017). Thus, considerable emphasis is placed on the recognition of letters and sounds for clear development of EHL comprehension skills.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Teaching English home language to foundation phase learners from diverse backgrounds

Mtshali

Mashiya

2022

SAJCE

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Background: Teaching English as home language (EHL) could be a complicated process in a country like South Africa, where there are eleven official languages operating in a multicultural society. This requires capacitating teachers with appropriate and relevant strategies to strengthen their teaching, especially in the foundation phase.Aim: This paper examines the appropriateness and relevance of the extant strategies for teaching EHL comprehension skills to foundation phase learners from diverse language backgrounds.Setting: This study was conducted in King Cetshwayo District, KwaZulu-Natal, South Africa.Methods: This was a qualitative case study involving four purposively selected grade one teachers in one urban primary in South Africa. Data were gathered through in-depth interviews, field observations and document analysis. Content analysis was used to analyse the data.Results: The two main findings were that (a) the teaching of EHL comprehensions skills lacked the appropriate strategies, and (b) the teachers faced several challenges – including operating under an unclear policy framework, the paucity of strategies in phonological awareness, and the lack of appropriate reflection images to which the learners could be exposed to improve their skills.Conclusion: The study concludes that adequate and regular professional teacher development programmes and activities are needed to enable teachers to do their work more effectively.Contribution: By closely and systematically examining the strategies used by teachers who were non-native English speakers, to teach EHL to leaners who were also non-native English speakers, this study has made important contributions to both attendant theory and classroom practice.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Teaching English home language to foundation phase learners from diverse backgrounds

Mtshali

Mashiya

2022

SAJCE

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“…Thuy et al (2018) also shared same opinion about the goals of pre-reading activities are to activate the students" knowledge of the subject, to provide any language preparation that might be needed for coping with the passage, and eventually to motivate the learners reading the text. Thuraisingam et al (2017) believed that activating prior knowledge awareness can facilitate comprehension of the reading process. In a word, stimulating students" prior knowledge of the given text not only help them understand the text easily but it can also increase the motivation and confidence of students in expressing their personal views and ideas about the text.…”

Section: Pre-reading Activitiesmentioning

confidence: 99%

High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

Chi

Trang

2021

IJSMS

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This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

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“…Another research [48] presented multiple-attribute decision process, fuzzy AHP (FAHP) and fuzzy Delphi method (FDM) to select and evaluate appropriate pre-reading strategies to facilitate reading skills and improve the interest and comprehension of students. A review committee with experts from the academia in Malaysia was likewise employed for evaluation [49]. This study examined how Wikipedia can be used as a means of enhancing skills in reading, writing and thinking amongst students.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment and Ranking Framework for the English Skills of Pre-Service Teachers Based on Fuzzy Delphi and TOPSIS Methods

et al. 2019

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In this study, pre-service teaching refers to teaching English as a second language (TESL) to Malaysian students whose first language is not English. TESL prepares English-language learners to become future teachers of English as a second language. To date, no multi-criteria framework has been developed to evaluate and select the skills of pre-service teachers. This study presents a new framework to assess and rank the English skills of pre-service teachers on the basis of fuzzy Delphi and multi-criteria analysis. Three experiments were conducted. Firstly, criteria were identified from the literature review and the opinions of representative experts via the Delphi method. Secondly, 31 pre-service teachers were evaluated to determine the skills of pre-service teachers on the basis of Delphi criteria outcomes. English proficiency was tested through the English Language Testing Service and four language skill examinations. Each examination was evaluated by experts with vast experience in English teaching. Thirdly, pre-service teachers were ranked on the basis of a set of evaluated Delphi criteria outcomes through the technique for the order of preference by similarity to ideal solution (TOPSIS) method. Thereafter, the mean and standard deviation were utilized to ensure the identical systematic ranking of pre-service teachers. Findings are as follows. Twenty-five criteria from previous studies are representative as evaluated by the opinions of experts, which were gathered through interviews and a structured questionnaire. The validity of content was verified using a five-point Likert scale. With Delphi method outcomes, 14 criteria were selected and included in the final framework. The results of the proposed evaluation framework were tested on Malaysian pre-service teachers. TOPSIS is effective for solving the selection problems of pre-service teachers. In the final experiment, significant differences were recognized between the scores of groups, indicating identical ranking results.

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Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Cited by 4 publications

References 14 publications

Teaching English home language to foundation phase learners from diverse backgrounds

Teaching English home language to foundation phase learners from diverse backgrounds

High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

Assessment and Ranking Framework for the English Skills of Pre-Service Teachers Based on Fuzzy Delphi and TOPSIS Methods

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