Teaching ESL/EFL Reading and Writing

Nation, Paul; Macalister, John

doi:10.4324/9781003002765

Cited by 51 publications

(98 citation statements)

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“…As such, English reading skills are crucial as a person's reading comprehension ability helps to promote continuous learning and the acquisition of knowledge through different types of learning mediums such as textbooks, books, journals, and educational search engines, and etcetera. (Abdelhalim, 2017;Mejang, 2018;Nation & Macalister, 2021;Petchinalert & Aksornjarung, 2017) inadequate knowledge of the English language, lack of background knowledge of English structures, unfamiliar topics being read, and inadequate reading techniques (Mejang, 2004;Pustika & Wiedarti, 2019). Moreover, the teaching and learning processes in the classroom including the learning materials used by teachers may also impact student learning performance.…”

Section: Rationale Of the Studymentioning

confidence: 99%

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

Mejang¹,

Suksawas²

2021

ELT

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This study examines the impact of a teacher-training program on the development of teachers’ knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers’ participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers’ satisfaction with the training program, and an observation form of the teachers’ level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants’ post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.

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Section: Rationale Of the Studymentioning

confidence: 99%

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

Mejang¹,

Suksawas²

2021

ELT

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“…This can result in frustration, lack of motivation, and attitudinal problems leading to failure. Many young L2 learners also do not develop writing skills on par with their L1 grade level counterparts (Nation, 2008). L2 students may thus experience writing-related anxiety.…”

Section: Introductionmentioning

confidence: 99%

A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing

Teng

2019

ETPC

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Purpose This study aims to examine the writing outcomes of 6th-grade students learning English as a second language. Design/methodology/approach In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention. Findings Results revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions. Research limitations/implications The present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model. Originality/value Classroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

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“…In general, the rapid reading of a text is essentially the reflection of a good level of automatism in word recognition (López, 2013). Thus, some studies indicate that the average reading speed of a skillful reader in their mother tongue is between 250 and 300 wpm, but in L2 or in a foreign language this average drops to 200-250 wpm (Nation, 2005) when the reading material includes vocabulary and grammatical structures known by the student (Nation, 2009). Additionally, a drop in the average wpm in L2 or foreign language occurs because of the presence of vocabulary and grammar unknown by the reader or because the purpose of reading is not designed for skimming through (Cobb, 2008;Fraser, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Reading Comprehension and Reading Speed of University English Language Learners in Ecuador

Mora

Quito

Macias

2021

JELTAL

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Reading represents a significant skill for knowledge acquisition. Nevertheless, many people cannot read properly, which may entail a serious limitation to their study, work, or other aspirations. The purpose of this research work is to determine the reading comprehension level and reading speed of English language students at the University of Cuenca, Ecuador, as well as the impact of sociodemographic factors and the use of reading strategies on these levels. The participants were 400 students who were taking English courses during September 2019 to February 2020 semester. The students completed a questionnaire on sociodemographic factors, took reading tests to determine their reading speed and comprehension, and then completed another questionnaire on reading strategies. The results show a high level of reading comprehension in English but a below-average reading speed, in part due to certain external factors. Given these results, research-based intervention is highly recommended to improve reading levels.

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Teaching ESL/EFL Reading and Writing

Cited by 51 publications

References 0 publications

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing

Reading Comprehension and Reading Speed of University English Language Learners in Ecuador

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