The Benefits of Reading Aloud for Children: A Review in EFL Context

Senawati, Jennet; Suwastini, Ni Komang Arie; Jayantini, I Gusti Agung Sri Rwa; Adnyani, Ni Luh Putu Sri; Artini, Ni Nyoman

doi:10.15408/ijee.v1i1.19880

Cited by 16 publications

(24 citation statements)

References 42 publications

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“…Iako je čitanje naglas stara strategija podučavanja, mnoga suvremena istraživanja potvrđuju relevantnost čitanja naglas i u moderno doba digitalnih medija. Jedna je meta-studija kritički pregledala rezultate prethodnih istraživanja o čitanju naglas uporabom modela analize teksta te je, posve očekivano, ukazala na to kako učitelj ima najvažniju ulogu za motiviranje učenika osnovnoškolske dobi za čitanje ukoliko im čita naglas, bez obzira s kojega medija čita (Senawati, Suwastini, Jayantini, Adnyani, Artini, 2021). Tada učitelj postaje most između teksta i učenika te pomaže učeniku da bolje razumije tekst, daje dobar primjer te stvara navike zajedničkoga čitanja koje imaju i mnoge druge kolateralne prednosti.…”

Section: Stare Strategije U Novome Ruhuunclassified

Hesse's reader who no longer reads in the context of modern media

Piskač¹

2022

Zb Filoz fak Priština

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The article analyses several of Hesse's essays, with an emphasis on the 1920 essay On Reading Books, from the perspective of modern literary studies, psychology, and neuroscience. In the essay, Hesse made his classification of literary readers and anticipated the emergence of the "reader who no longer reads" as a kind of the enlightened reader, a human being who, thanks to his/her deep and dedicated understanding of emotions in literature, has the meaning of his/her life at his/her fingertips, who understands what he/she thinks and especially what he/she feels. Thus, it is the reader who really understands his/her emotions. However, nowadays, in the age of digital media, a new version of the "reader who does not read" is emerging. Such a reader is an arrogant and superficial modern reader who believes he/she knows everything only because he/she can easily reach information he/she does not even really try to understand, and who hardly thinks about emotions in literature. Therefore, the second part of the article relies on two more of Hesse's essays on reading literature, one of which anticipates the influence of multimedia on reading, and tries to explain the emergence of the modern "reader who does not read". More specifically, the article here considers the ways how literature can foster emotions and experience in the age of digital multimedia. Namely, if we want to feel and experience while reading literature, we need to develop both the cognitive and the emotional apparatus willing and able to understand what is read, but the modern media seem to stand in the way. It is good to point out the problem, but it is even better to offer the possibility of problem-solving; thus, the third part of the article addresses new/old knowledge about the effects of reading aloud on the development of our emotional and cognitive abilities. Of course, the methods of reading aloud in the multimedia context already exist, and they are successful, so the article also presents a study on stimulating emotions and empathy by the method of reading aloud.

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Section: Stare Strategije U Novome Ruhuunclassified

Hesse's reader who no longer reads in the context of modern media

Piskač¹

2022

Zb Filoz fak Priština

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“…While reading aloud has been a traditional language reading method, numerous researchers have started reevaluating reading aloud as an important learning skill and a learning process for EFL learners; moreover, they have further studied the relationship between reading aloud and other language skills (Bygate, 2001;Celce-Murcia, Brinton, Goodwin, & Griner 2010;Chol & Lewis, 2018;Fountas & Pinnell, 2012;Gabrielatos, 2002;Gibson, 2008;Griffin, 1992;Huang, 2010;Jacobs, 2016;Johnston, 2015;Lane & Wright, 2007;Nation, 2013;Senawati, Suwastini, Jayantini, Adnyani, & Artini, 2021;Trelease, 1995). Gabrielatos (2002) valued reading aloud as a skill that can be used to raise awareness of and practice in phonological language aspects.…”

Section: Studies In Reading Aloudmentioning

confidence: 99%

“…To enhance the effectiveness of reading aloud, Jacobs (2016) suggested guidelines for teachers in terms of how to choose the appropriate text and how to read the text with joy. Using the guidelines of Jacobs (2016), Senawati et al (2021) developed the guidelines and procedures for reading aloud activities. However, most of these are focused on the importance of undertaking activities where teachers read aloud to their students or on choosing appropriate texts for the reading aloud activity to improve students' motivation for reading.…”

Section: Studies In Reading Aloudmentioning

confidence: 99%

Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning

Chong¹

2022

J Eng Teach Movie Media

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This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant (<i>p</i> < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.

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“…Literature like novels is interesting alternatives to introduce good values [8]- [15]. For younger children, literature can be read aloud by their parents or their teacher, providing stimuli that can instill good values among children [16]. Besides, popular literature like movies and games can also be fertile media for cultivating children's character [17]- [19].…”

Section: Introductionmentioning

confidence: 99%

The Representation of Character Education in the Characterizations of Lily Owens in Sue Monk Kidd’s The Secret Life of Bees

Saraswati¹,

Suwastini²,

Utami³

et al. 2021

Proceedings of the 4th International Conference on Innovative Research Across Disciplines (ICIRAD 2021)

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As literature is argued to bring positive character values while being an entertaining medium for learning character education, the present study analyzed the five core values of character education in The Secret Life of Bees (2001). The study focused on the characterization of Lily Owens as the main character in representing good and evil characters in children. Descriptive qualitative was used to analyze the representation of character values using the Indonesian Ministry of Education and Culture's recommendation of five core values of character education as theoretical perspectives. The research revealed that Lily Owens' characterization represented all five core values recommended by the Ministry, although with different degrees of dynamics. Religious and independent values are presented as Lily's characters since the beginning of the novel, but nationalistic and cooperative value gradually developed along the conflicts that marks the raising actions of the plot. Integrity emerged late in the plot, yet it becale the key that unlock the mystery of Lily's mother. The completion of the five core values in Lily Owen's personality determined whether Lily Owens achieve the main goal at the climax of the plot. Thus, by reflecting on the core values exhibited through Lily Owens' character development, the novel illuminates how young adults can develop strong core values through life experience.

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The Benefits of Reading Aloud for Children: A Review in EFL Context

Cited by 16 publications

References 42 publications

Hesse's reader who no longer reads in the context of modern media

Hesse's reader who no longer reads in the context of modern media

Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning

The Representation of Character Education in the Characterizations of Lily Owens in Sue Monk Kidd’s The Secret Life of Bees

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