In Advanced L2 Reading Proficiency Assessments, Should the Question Language Be in the L1 or the L2?: Does It Make a Difference?

Cox, Troy L.; Bown, Jennifer; Bell, Tyler M.

doi:10.1007/978-3-030-01006-5_7

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Meanwhile, there were 19 students who had fulfilled the standard of minimum completeness (=65). This result is in line with Cox, et al (2018) that the students still felt strange when they responded to the reading materials in the pre-test, so that they cannot understand the researcher"s purpose of the reading text.…”

Section: Resultssupporting

confidence: 81%

The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

Furwana¹,

Syam²,

Hartina³

2021

RILL

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The researcher intended to find out and describe the application of the three-level guide strategy in increasing the students reading skill of narrative text. Through classroom based research, the researcher had conducted nine meetings for three cycles. The participant of this research was the seventh grade students of junior high school. 33 students of VII-2 class were involved in this research, the researcher used observations and objective tests as her instrument. The data were collected and analyzed qualitatively and quantitatively. The researcher calculated the quantitative data from tests in each cycle through Microsoft excel. The researcher used classroom observation checklist to find out the students participation in learning. There was no improvement in students reading test scores in cycles 1 and 2. However, in cycle 3, students' reading test scores increased. In cycle I the students average score was 48.78, the students average score in cycle II was 58.28, and in the last cycle, the average score was 73.4. The researcher reveals that the three-level reading guide strategy increases students reading skills. This research is useful for teachers, students, and further researchers.

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Section: Resultssupporting

confidence: 81%

The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

Furwana¹,

Syam²,

Hartina³

2021

RILL

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“…As a two-way interaction between the author and the reader (Cox et al, 2019), reading literacy is first affected by the linguistic competence of the reader, which is the most important element of reading literacy (García and Cain, 2014). According to OECD (2021), a reader's linguistic competence refers to the ability to read effectively, largely depending on the comprehensive use of language knowledge and reading skills.…”

Section: The Assessment Of Reading Literacymentioning

confidence: 99%

Development of the reading literacy questionnaire for EFL learners at primary schools

Kang

Shao

2023

Front. Psychol.

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Previous studies have indicated that there are a variety of factors influencing reading literacy assessment, including linguistic, cognitive, and affective factors, but little has been done on how to integrate these influential factors reasonably in a reading literacy instrument. As such, the purpose of this study is to develop and validate an English Reading Literacy Questionnaire (ERLQ) for English as foreign language (EFL) learners at the elementary level. The ERLQ was designed and revised through three rounds of validation with a sample of 784 pupils (Grades 3–6) in six primary schools from six provinces in China. Validity and reliability tests of the questionnaire were conducted with item analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), reliability test, and the analysis of criterion validity in SPSS 26.0 and AMOS 23.0. Results indicated that the revised ERLQ had high internal consistency, ranging from 0.729 to 0.823. The criterion validity of the ERLQ was supported by significant correlations to the Chinese Students’ English Rating Scale verified by the authoritative department, with a correlation coefficient of 0.871. The study shows that the revised questionnaire, with 3 dimensions of 14 items, has high reliability and validity, which can be used as an assessment instrument for the intended audience. It also suggests that modifications may be made for further use in other regions and countries, depending on the background information of the learners.

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The Nature of Reading in a Second Language

Sadeghi

2021

Assessing Second Language Reading

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In Advanced L2 Reading Proficiency Assessments, Should the Question Language Be in the L1 or the L2?: Does It Make a Difference?

Cited by 3 publications

References 17 publications

The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

Development of the reading literacy questionnaire for EFL learners at primary schools

The Nature of Reading in a Second Language

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