The effect of online oral reading on reading comprehension, reading anxiety, and classroom anxiety among EFL learners

Al-Obaydi, Liqaa Habeb; Rahul, D. R.; Pikhart, Marcel

doi:10.1007/s10639-023-11950-y

Cited by 3 publications

(1 citation statement)

References 31 publications

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“…Furthermore, their research elucidates the inverse correlation between reading anxiety and language achievement, corroborating the prevalent thesis in the discourse, with medium levels of anxiety facilitating optimal performance in comparison to high or low levels. Concurrently, investigations by Alsharhani et al (2023) and Al-Obaydi et al (2023) have contributed profound insights into the relationship between anxiety and reading comprehension in foreign languages, underscoring the uniqueness and distinguishability of foreign language reading anxiety from general foreign language anxiety. Their contributions underscore the manifestations of higher levels of anxiety as they correlate to elevated off-task thoughts and reduced recollection of systematic language points.…”

Section: Empirical Studies On Reading Anxietymentioning

confidence: 99%

Leveraging Read-Aloud Instructional Strategy (Rais) for Enhancing English Reading Fluency, Anxiety, and Confidence of Efl Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

Wei

2023

EJEL

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The perennial challenge of reading fluency, notably profound among Asian EFL learners, stems largely from linguistic disparities, conventional teaching paradigms, and ingrained cognitive practices. This study critically investigates the challenges Chinese undergraduates face with English reading fluency, notably due to linguistic disparities and historically rooted teaching methodologies. Leveraging the Read-Aloud Instructional Strategy (RAIS), this quasi-experimental study sampled 73 students from a private university in Thailand. Baseline assessments depicted similar fluency levels across groups. Post-intervention, the instructor-centered approach demonstrated profound efficacy, with the mean fluency score soaring to 4.35, compared to the student-centered mean of 2.69 and the near-static comparison group at 2.04. Additionally, confidence metrics evinced a remarkable ascent to 3.46 for the instructor-led group, a notable rise to 2.19 for the student-centered cohort, juxtaposed against the comparison group's minimal shift to 1.71. Furthermore, the instructor-centered method substantially ameliorated reading anxiety (d=1.378) and showcased stronger, albeit weak to moderate, post-intervention correlations between fluency, confidence, and anxiety. This comprehensive study underscores the transformative potential of RAIS, particularly the instructor-centered paradigm, in concurrently augmenting reading fluency, confidence, and reducing anxiety among Chinese EFL undergraduates. The implications herein suggest the exigency of reassessing prevalent pedagogical methodologies in Asian EFL environments. Article visualizations:<img src="/-counters-/soc/0051/a.php" alt="Hit counter" />

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Section: Empirical Studies On Reading Anxietymentioning

confidence: 99%

Leveraging Read-Aloud Instructional Strategy (Rais) for Enhancing English Reading Fluency, Anxiety, and Confidence of Efl Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

Wei

2023

EJEL

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The Effect of Danmaku Font Size on Online Learning Outcomes for Learners with Different Cognitive Styles: Evidence from Eye Movements

Gao,

Xu,

et al. 2024

International Journal of Human–Computer Interaction

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Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning

Pikhart,

Klimova,

Al-Obaydi

2024

Front. Educ.

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This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

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The effect of online oral reading on reading comprehension, reading anxiety, and classroom anxiety among EFL learners

Cited by 3 publications

References 31 publications

Leveraging Read-Aloud Instructional Strategy (Rais) for Enhancing English Reading Fluency, Anxiety, and Confidence of Efl Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

Leveraging Read-Aloud Instructional Strategy (Rais) for Enhancing English Reading Fluency, Anxiety, and Confidence of Efl Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

The Effect of Danmaku Font Size on Online Learning Outcomes for Learners with Different Cognitive Styles: Evidence from Eye Movements

Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning

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