Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

Al-Jarrah, Hamza; Ismail, Nur Hafieza

doi:10.24093/awej/vol9no2.21

Cited by 8 publications

(6 citation statements)

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“…Reading anxiety has been widely studied by many researchers in the past as it is known to have debilitating impacts on most second language learners especially in relation to their reading comprehension (Al-Jarrah & Ismail, 2018;Guntur & Rahimi, 2019), reading competence (Aldhanhani & Abu, 2020;Ramirez et al, 2019), and influence learners' preferences in choosing the reading strategies that work best for them (Kim, 2021;Tai & Tang, 2021;Tien, 2017). However, what is mostly known about reading anxiety so far is via circumstances in a fully face-to-face or physical language classroom, as the learner has direct contact with both the instructor and the peers.…”

Section: Introductionmentioning

confidence: 99%

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

Kamaruddin¹,

Kaur²

2023

5019

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Reading anxiety is a situational phobia with physical and cognitive reactions. This anxiety can be facilitative or debilitative and can result in negative impact on reading comprehension, reading competence, and reading strategies. Most previous studies on reading anxiety were carried out in traditional classrooms., but with the sudden transition to online and distance learning (ODL) due to COVID-19, the extent of reading anxiety in ODL among Malaysian university learners and its contributing factors are largely unknown. Therefore, this study was carried out to measure reading anxiety among university learners engaged in ODL as well as to find out its primary contributing factors. The objectives were achieved via a questionnaire administered on 96 learners at a Malaysian university. The participants were found to experience high degree of reading anxiety in ODL. The requirement of attending classes via ODL mode is the main cause for reading anxiety, while self-perceived English proficiency also influences reading anxiety significantly. Therefore, clear and constant instructor feedback is necessary as learners may easily divert from the purpose of ODL reading classes. The outcome of this study helps instructors in knowing the conditions of reading anxiety in ODL and may assist them in post pandemic physical classrooms.

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Section: Introductionmentioning

confidence: 99%

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

Kamaruddin¹,

Kaur²

2023

5019

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“…It is behaviour that needs to be patiently developed with the efforts of both the learners and their teachers. In their pursuit of reading comprehension, EFL learners are expected to cultivate a reading culture that will steer them towards attaining their reading targets (Al-Jarrah & Ismail, 2018). However, research on reading comprehension and its instruction for EFL learners in Uganda has not received enough attention because there is no traceable study that addresses both these concepts concurrently.…”

Section: Introductionmentioning

confidence: 99%

Examining/Understanding the Reading Culture and Comprehension Abilities of Learners of English as a Foreign Language in Uganda

Rugyema

2023

East Afr. j. educ. stud.

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In this study, I analysed the reading culture and its influence on reading comprehension of learners of English as a Foreign Language (EFL) in Uganda. The data were collected by interviewing ten EFL teachers in order to gather their views of their learners’ reading culture and comprehension abilities. Data were analysed using Vroom’s Expectancy theory. Findings indicate that the EFL learners were enthusiastic about reading even beyond the classroom reading tasks. 30% of the teachers interviewed confirmed that the learners had a positive attitude towards reading as part of their language learning, hence a confirmation of their good reading culture. The rest of the teachers interviewed confirmed that 70% of the learners possess a poor reading culture. The study further confirmed the presence of a strong link between the learners’ reading culture and reading comprehension achievement. The majority of the teachers agreed that the positive reading culture exhibited by their EFL learners significantly contributed to their reading comprehension. The learners with a poor reading culture also exhibited poor reading comprehension abilities because they lacked frequent reading comprehension opportunities. The study concludes that the majority of EFL learners lack a good reading culture. There was a clear relationship between the reading culture and the learners’ attainment of reading comprehension. This is confirmed by the fact that in cases where the reading culture was positive, the learners’ reading comprehension abilities were better

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“…According to Al-Jarrah and Ismail (2018), the deficiency in vocabulary knowledge may contribute to a lack of reading comprehension. A pupil who possesses a restricted understanding of vocabulary acquisition may have difficulties in the realm of reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

Using Pictorial Teaching Strategy in Resolving Reading Comprehension Challenges Among Primary School Pupils in Ikere Local Government of Ekiti State

Ajayi,

Nyong

2023

BJMAS

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The study examines pictorial teaching strategy to improve reading comprehension challenges among primary school pupils in Ikere Local Government Area of Ekiti State. A descriptive survey design is adopted for the study with the selection of one hundred female and male teachers randomly drawn from urban and rural areas of the study area. The instrument used is a self-structured questionnaire of twenty items tagged ' Pictorial Teaching Questionnaire' (PTQ). The instrument is validated by experts in Curriculum Studies. Data collected are analyzed using simple percentages and mean. The results show that picture reading strategy is utilized by primary school teachers which have impacted positively on the reading comprehension abilities of pupils. The study recommends that pictorial teaching should be more encouraged to aid reading comprehension and that government should strive to assist indigent pupils to procure relevant texts. Curriculum planners should try to integrate more pictures into English texts most especially at the elementary stage of reading for pupils.

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Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

Cited by 8 publications

References 0 publications

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

Examining/Understanding the Reading Culture and Comprehension Abilities of Learners of English as a Foreign Language in Uganda

Using Pictorial Teaching Strategy in Resolving Reading Comprehension Challenges Among Primary School Pupils in Ikere Local Government of Ekiti State

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