Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam

Gorsuch, Greta; Taguchi, Etsuo

doi:10.1016/j.system.2007.09.009

Cited by 93 publications

(55 citation statements)

References 23 publications

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“…Perhaps the best way to do this would be through audio-assisted repeated reading of each graded reader in the early stages of the extensive reading program. Research has shown that reading fl uency and comprehension tend to improve through repeated readings of the same text (Chang & Millett, 2013 ;Dowhower, 1987 ;Gorsuch & Taguchi, 2008 ;Herman, 1985 ), and the presence of aural versions of a text may help learners to process text in chunks, rather than through word-for-word reading, and may improve comprehension (Dowhower, 1987 ). Repeated readings of a text may also aid vocabulary learning in two ways.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

How Does Prior Word Knowledge Affect Vocabulary Learning Progress in an Extensive Reading Program?

Webb

Chang

2015

Stud Second Lang Acquis

133

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Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of graded readers and were tested on three occasions. The results showed that the relative gains from pretest to immediate posttest were 63.18%, 44.64%, and 28.12% for the high-, intermediate-, and low-level groups, respectively. There was little decay in knowledge on the Term 1 three-month delayed posttest; relative gains ranged from 21.05% for the low-level group to 59.01% for the high-level group. The learning gains in Term 2 were consistent with those from Term 1. The results indicate that prior vocabulary knowledge may have a large impact on the amount of vocabulary learning made through extensive reading.

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Section: Pedagogical Implicationsmentioning

confidence: 99%

How Does Prior Word Knowledge Affect Vocabulary Learning Progress in an Extensive Reading Program?

Webb

Chang

2015

Stud Second Lang Acquis

133

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“…The majority of EFL learners hardly ever have the opportunity to speak with native speakers (Rivers, 1981), on the other hand, they have an easy access and great exposure to material printed and written in English. Therefore, in an EFL situation, when foreign language input is limited, reading plays an active and vital role in foreign language acquisition (Gorsuch & Taguchi, 2008).…”

Section: The Importance Of Reading For Efl Studentsmentioning

confidence: 99%

The Effect of Project–Based Learning on Undergraduate EFL Students’ Reading Comprehension Ability

Kavlu

2016

JEBS

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Globalization in the 21st century and rapid strides in technology have increased the need for communication in English as is has become a lingua franca. English is also needed as a tool to assist academic advancement, career promotion and information-seeking in general. Hence, good English reading comprehension ability and a sufficient vocabulary range are both vital for university students for these purposes. Therefore, educators have to take into consideration these improvements and attempt to apply various innovative approaches during the education process. Project–Based Learning (PBL) is an approved method that equips learners not only with the 21st century skills (critical-thinking, problem-solving, life–long learning skills, creativity, innovation, collaboration, real-life- setting communication skills), but also has remarkable effects on enhancing learners’ English language skills. The main purpose of this paper is to explore the relationship between the implementation of PBL and elementary level EFL learners’ reading comprehension ability. The present study investigates whether learners’ reading comprehension ability and vocabulary skills improve with the application of PBL. Forty-five first year Faculty of Education students at Ishik University (Iraq, Erbil) participated in the study, in which the experimental group was taught reading comprehension using PBL methods, while the control group – without PBL. The results confirm that the measured variables (reading and vocabulary skills) showed a significant positive progress in the experimental group. The researcher indicates that reading and acquiring required vocabulary become more efficient and enjoyable for students, when PBL is implemented.

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“…Deficient vocabulary and inefficient word processing strategies are magnified for students learning in a non-native language, particularly when a given academic text contains many words which are not contained in a second language user's mental lexicon. Gorsuch and Taguchi (2008) demonstrated this in a study of Vietnamese students learning with second language instructional materials. Hence, lexical range might be seen as a text-based construct that indicates the number of more or less frequently appearing words and which affects the level of text difficulty; limiting the lexical range improves comprehension (Gorsuch and Taguchi 2009).…”

Section: Lexical Rangementioning

confidence: 87%

Developing and designing online engineering ethics instruction for international graduate students

et al. 2011

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The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental initial step in the process of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have been calibrated for international students (National Science Foundation, http://www.nspe.org/Ethics/index.html, 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction.

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Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam

Cited by 93 publications

References 23 publications

How Does Prior Word Knowledge Affect Vocabulary Learning Progress in an Extensive Reading Program?

How Does Prior Word Knowledge Affect Vocabulary Learning Progress in an Extensive Reading Program?

The Effect of Project–Based Learning on Undergraduate EFL Students’ Reading Comprehension Ability

Developing and designing online engineering ethics instruction for international graduate students

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