Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

Boakye, Naomi Adjoa Nana Yeboah

doi:10.4102/rw.v12i1.285

Cited by 7 publications

(10 citation statements)

References 37 publications

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“…Although this is a single case study (LG), the intention was not for the findings to be generalised, as contexts are different, but rather to provide deeper understanding about the role explicit teaching of reading comprehension strategies had on an ESL learner. Another aim was to confirm the suggestion of other researchers such as Muzammil and Suhono (2019), Boakye (2021), Schmidt, Condy and Tiba (2021) and Suroto (2021) that explicit teaching of reading comprehension strategies could improve literacy.…”

Section: Introductionmentioning

confidence: 71%

“…As a result of language barriers, many ESL learners do not have the confidence to interact with teachers or in their classrooms because they are afraid of making mistakes (Fatmawati, Haura & Supiani 2020) because of limited vocabulary (Fatmawati et al 2020;Kashinathan & Aziz 2021). Therefore, when reading strategies are explicitly taught, learners would develop skills needed to become strategic readers, and they will implement these skills when they encounter texts, thereby boosting their self-confidence and motivation (Boakye 2021).…”

Section: Reading Comprehension Skills and The English As A Second Lan...mentioning

confidence: 99%

“…(2020:1), 'the major goal of reading comprehension instruction is to help learners develop knowledge, skills and strategies so that they become strategic readers who read for comprehension'. Literature suggests that explicit teaching of reading comprehension strategies will improve learning (Boakye 2021;Muzammil & Suhono 2019;Schmidt et al 2021;Suroto 2021).…”

Section: Learners Acquire Critical Thinking Skills Through Explicit I...mentioning

confidence: 99%

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The role of explicit teaching of reading comprehension strategies to an English as a second language learner

Elston

Tiba

Condy

2022

South African Journal of Childhood Education

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Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim:The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner.Setting: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English.Methods: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre-and post-tests were conducted before and after the intervention programme (IP).Results: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner's literacy improved, which boosted her self-confidence. Conclusion:As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner's habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

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Section: Introductionmentioning

confidence: 71%

Section: Reading Comprehension Skills and The English As A Second Lan...mentioning

confidence: 99%

Section: Learners Acquire Critical Thinking Skills Through Explicit I...mentioning

confidence: 99%

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The role of explicit teaching of reading comprehension strategies to an English as a second language learner

Elston

Tiba

Condy

2022

South African Journal of Childhood Education

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Section: Literature Reviewmentioning

confidence: 99%

“…The study by Boakye (2021) seems the most relevant to the current research as it was conducted at the tertiary education level. Boakye (2021) found that first-year students studying sociology in a South African institution struggled to read academic texts as they were replete with several abstract concepts relevant to sociology. Given the problem of reading academic texts, the researcher conducted a reading intervention in which she incorporated role plays into the reading of sociology texts to promote deep reading and improve the comprehension ability of learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of In-House Materials on Academic Reading Proficiency of College-Level Omani Students

Samaranayake¹,

Kositchaivat²,

Theienpermpool³

2022

AWEJ

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Most preparatory students studying at the universities of technology and applied sciences in Oman demonstrate a low proficiency in academic reading. As a result, most students stop their studies at the certificate level without pursuing a higher qualification. Given this issue, this study was conducted to promote level three preparatory students’ academic reading proficiency. This study may inspire reading instructors who teach in EFL contexts and depend on commercially produced materials to develop in-house materials appropriate for their students. The research question this study attempted to answer was whether the application of in-house materials helps tertiary-level EFL students to perform better in a standardized reading test (Cambridge Reading B2 First). The study consisted of two treatments and two comparison groups (N = 84), instructed using in-house materials (treatment groups) and the prescribed textbook (comparison groups) for one semester. At the end of the intervention, the data were analyzed using descriptive and paired-sample t-tests to determine whether the intervention affected the performance of the treatment groups in the post-test than the comparison groups. The findings indicated a statistically significant (p < .001) difference in B2 First Cambridge English Reading Test between the pre-test and the post-test for the treatment group showing a significant improvement in reading proficiency. Based on the findings, it can be concluded that in-house materials are more effective in helping English Foreign Language tertiary level students improve their reading proficiency than commercially produced textbooks in EFL programs in Omani technological education

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Motivation to explicitly teach reading comprehension strategies after a workshop

Tiba¹

2023

Read. writ.

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Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners’ comprehension is improved.Objective: The aim of the study was to investigate what motivates teachers to explicitly teach reading comprehension strategies in their classrooms after a workshop.Method: Purposive sampling was used and 20 teachers took part in this study. The research followed a qualitative approach, and the data were obtained from teachers’ responses to an open-ended questionnaire. Thematic analysis using concepts from Shulman’s ‘Pedagogical Content Knowledge’, Vygotsky’s ‘Social Constructivism’, Bundura’s ‘Self-efficacy’ and Chalmers and Gardiner’s ‘Academic Professional Development Effectiveness Framework’ was conducted.Results: One key finding was that teachers developed competence through effective pedagogical practices used by facilitators of the workshop; this boosted their confidence.Conclusion: The findings suggest that professional development training plays an important role in making teachers aware of reading comprehension strategies, equipping them with skills that will enable them to guide learners to become proficient readers.Contribution: The uniqueness of this study is that it hinged on collecting empirical evidence, within a South African context, on what motivates teachers to explicitly teach reading comprehension in their professional practice after being exposed to a repertoire of reading comprehension strategies during a workshop.

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Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

Cited by 7 publications

References 37 publications

The role of explicit teaching of reading comprehension strategies to an English as a second language learner

The role of explicit teaching of reading comprehension strategies to an English as a second language learner

Effectiveness of In-House Materials on Academic Reading Proficiency of College-Level Omani Students

Motivation to explicitly teach reading comprehension strategies after a workshop

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