The Influence of Explicit Morphological Instruction on Reading Comprehension among Malaysian Primary ESL Learners

Li, Yap Soon; Eng, Tan Kok; Abdullah, Rohaya

doi:10.18823/asiatefl.2020.17.3.6.841

Cited by 2 publications

(2 citation statements)

References 35 publications

(90 reference statements)

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“…Schema theory also plays a dominant role in the reading process because interchanges occur from what readers read, known, and sought. A proficient reader can quickly access the schemata and spontaneously, without much forceful attention to information processing (Li et al, 2020). In reading, top-down and bottom-up theories also play an essential role in which readers predict meaning through top-down strategies and comprehend meaning through vocabulary and spelling (Nunan, 1989).…”

Section: Reading and Theory Readingmentioning

confidence: 99%

The Use of Reading Strategies in Academic Reading by Indonesian Learners

Erni¹

2021

IJEBP

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This case study explores the Indonesian learners' reading strategies and identifies high and low-group learners' reading strategies. Semi-structured interviews, questionnaires, and open-ended questions were triangulated for validity and reliability data. Several findings were revealed. The Indonesian learners read critically and varied through cognitive, metacognitive, and affective strategies. They applied more cognitive strategies than metacognitive and affective strategies, which was less helpful and less encouraged to think critically. Technology advances, self- concept, and time have affected the strategies used. High and low-group learners also read differently in terms of cognitive, metacognitive, and affective strategies. The high group learners read efficiently, critically with various reading strategies, while the low group learners are more literal, attractive, but straightforward, and specific in reading strategy. This implied that students need to be facilitated with proper reading strategies and reading facilities and use metacognitive strategy to enable critical thinking and affective strategy to overcome anxiety, fear, and relaxation. The socio-cultural strategy needs to be used by learners to reach the four skills required by the Indonesian new curriculum. Meanings were shaped by social interaction and cultural context, which then created fun learning and a conducive learning environment.

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Section: Reading and Theory Readingmentioning

confidence: 99%

The Use of Reading Strategies in Academic Reading by Indonesian Learners

Erni¹

2021

IJEBP

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“…Reading is an essential skill for English Foreign Language (EFL) learners, especially in the university context. Besides the learners having to spend time reading, effective teaching instruction is another significant factor in improving students' reading skills (Li et al, 2020;Robinette, 2020). They can be sharpened when demonstrating how to apply specific reading strategies.…”

Section: Introductionmentioning

confidence: 99%

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Pratiwi¹,

Anggraeni

Tristiana

et al. 2023

JERE

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Several ICT tools are chosen as media in reading and writing courses, such as socrative for practicing and testing vocabulary, google form for practicing and evaluating reading ability, and writeabout for practicing students' writing skills based on given topics. The study analyze classroom practices of a reading and writing course in hybrid setting which integrated Task-Based Learning (TBL) and Information and Communication Technologies (ICT). It is a case study with quantitative approach. This project was done in 6 classes of reading and writing course consisted of 159 students in total. The data was gathered through classroom observation, pre-, and post-test scores analysis, and questionnaire analysis about students' feedback. The pre-and post-test scores were analyzed using descriptive statistical analysis, paired sample t-test, and changing level analysis.The findings indicated that teachers integrated TBL and various ICT tools to accomplish the course description and objectives. The result of those three data analyses described significant improvement in students' learning outcomes. The course received positive responses from the students with a 4.02 out of 5 (good level). The integration of TBL and ICT in a reading and writing course is considerable in enhancing students' achievement and enjoyment in hybrid setting. This study provided benefit from insight into the knowledge and practice for reading and writing lecturers to integrate TBL and ICT in their instruction particularly in hybrid context.

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The Influence of Explicit Morphological Instruction on Reading Comprehension among Malaysian Primary ESL Learners

Cited by 2 publications

References 35 publications

The Use of Reading Strategies in Academic Reading by Indonesian Learners

The Use of Reading Strategies in Academic Reading by Indonesian Learners

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

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