Search results for: collaborative reading approach

Authors: A.Chayaporn Kaoropthai, B. Onjaree Natakuatoong, C. Nagul Cooharojananone

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The first year is usually the most critical year for university students. Generally, a considerable number of first-year students worldwide drop out of university every year. One of the major reasons for dropping out is failing. Although they are supposed to have mastered sufficient English proficiency upon completing their high school education, most first-year students are still novices in academic reading. Due to their lack of experience in academic reading, first-year students need significant support from teachers to help develop their academic reading skills. Reading strategies training is thus a necessity and plays a crucial role in classroom instruction. However, individual differences in both students, as well as teachers, are the main factors contributing to the failure in not responding to each individual student’s needs. For this reason, reading strategies training inevitably needs a diagnosis of students’ academic reading skills levels before, during, and after learning, in order to respond to their different needs. To further support reading strategies training, scaffolding is proposed to facilitate students in understanding and practicing using reading strategies under the teachers’ guidance. The use of the Intelligent Tutoring Systems (ITSs) as a tool for diagnosing students’ reading problems will be very beneficial to both students and their teachers. The ITSs consist of four major modules: the Expert module, the Student module, the Diagnostic module, and the User Interface module. The application of Artificial Intelligence (AI) enables the systems to perform diagnosis consistently and appropriately for each individual student. Thus, it is essential to develop the Intelligent Scaffolding Diagnostic Reading Strategies Tutoring Systems to enhance first-year students’ academic reading skills. The systems proposed will contribute to resolving classroom reading strategies training problems, developing students’ academic reading skills, and facilitating teachers.

Keywords: academic reading, intelligent tutoring systems, scaffolding, university students

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Authors: Muhammad Hamza

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This research is based on the effect of self-questioning strategy on reading comprehension of second language learners at medium level. This research is conducted to find out the effects of self-questioning strategy and how self-questioning strategy helps English learners to improve their reading comprehension. In this research study the researcher has analyzed that how much self-questioning is effective in the field of learning second language and how much it helps second language learners to improve their reading comprehension. For this purpose, the researcher has studied different reading strategies, analyzed, collected data from certificate level class at NUML, Peshawar campus and then found out the effects of self-questioning strategy on reading comprehension of ESL learners. The researcher has randomly selected the participants from certificate class. The data was analyzed through pre-test and post-test and then in the final stage the results of both tests were compared. After the pre-test and post-test, the result of both pre-test and post-test indicated that if the learners start to use self-questioning strategy before reading a text, while reading a text and after reading a particular text there’ll be improvement in comprehension level of ESL learners. The present research has addressed the benefits of self-questioning strategy by taking two tests (pre and post-test).After the result of post-test it is revealed that the use of the self-questioning strategy has a significant effect on the readers’ comprehension thus, they can improve their reading comprehension by using self-questioning strategy.

Keywords: strategy, self-questioning, comprehension, intermediate level ESL learner

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Authors: Hanmei Peng, Yiqun Wang, Mao Tan, Zhuocen Dai, Yongxin Su

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Efficient energy management in multi-microgrid distribution systems holds significant importance for enhancing the economic benefits of regional power grids. To better balance conflicts among various stakeholders, a two-stage game-based collaborative optimization approach is proposed in this paper, effectively addressing the realistic scenario involving both competition and collaboration among stakeholders. The first stage, aimed at maximizing individual benefits, involves constructing a non-cooperative tariff game model for the distribution network and surplus microgrid. In the second stage, considering power flow and physical line capacity constraints we establish a cooperative P2P game model for the multi-microgrid distribution system, and the optimization involves employing the Lagrange method of multipliers to handle complex constraints. Simulation results demonstrate that the proposed approach can effectively improve the system economics while harmonizing individual and collective rationality.

Keywords: cooperative game, collaborative optimization, multi-microgrid distribution system, non-cooperative game

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Authors: Sanjeeb Kumar Mohanty

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Content Based Instruction (CBI) in English Language Teaching (ELT) basically helps English as Second Language (ESL) learners of English. At the same time, it fosters multidisciplinary style of learning by promoting collaborative learning style. It is an approach to teaching ESL that attempts to combine language with interdisciplinary learning for bettering language proficiency and facilitating content learning. Hence, the basic purpose of CBI is that language should be taught in conjunction with academic subject matter. It helps in establishing the content as well as developing language competency. This study aims at supporting the potential values of interdisciplinary approach in promoting English Language Learning (ELL) by teaching writing skills to a small group of learners and discussing the findings with the teachers from various disciplines in a workshop. The teachers who are oriented, they use the same approach in their classes collaboratively. The inputs from the learners as well as the teachers hopefully raise positive consciousness with regard to the vast benefits that Content Based Instruction can offer in advancing the language competence of the learners.

Keywords: content based instruction, interdisciplinary approach, writing skills, collaborative approach

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Authors: Leijun Zhang

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Reading literacy has become a powerful tool for academic success and an essential goal of education. The ability to read is not only fundamental for pupils’ academic success but also a prerequisite for successful participation in today’s vastly expanding multi-literate textual environment. It is also important to recognize that, in many educational settings, students are expected to learn a foreign/second language for successful participation in the increasingly globalized world. Therefore, it is crucial to help learners become skilled foreign-language readers. Research indicates that students’ reading comprehension can be significantly improved through explicit instruction of multiple reading strategies. Despite the wealth of research on how to enhance learners’ reading comprehension achievement by identifying an enormous range of reading strategies and techniques for assisting students in comprehending specific texts, relatively scattered studies have centered on whether these reading comprehension strategies and techniques are used in classrooms, especially in Chinese academic settings. Given the central role of ‘the teacher’ in reading instruction, the study investigates the degree of importance that EFL teachers attach to reading comprehension strategies and their classroom employment of those strategies in secondary schools in China. It also explores the efficiency of reading strategy instruction on pupils’ reading comprehension performance. As a mix-method study, the analysis drew on data from a quantitative survey and interviews with seven teachers. The study revealed that the EFL teachers had positive attitudes toward the use of cognitive strategies despite their insufficient knowledge about and limited attention to the metacognitive strategies and supporting strategies. Regarding the selection of reading strategies for instruction, the mandated curriculum and high-stakes examinations, text features and demands, teaching preparation programs and their own EFL reading experiences were the major criteria in their responses, while few teachers took into account the learner needs in their choice of reading strategies. Although many teachers agreed upon the efficiency of reading strategy instruction in developing students’ reading comprehension competence, three challenges were identified in their implementation of the strategy instruction. The study provides some insights into reading strategy instruction in EFL contexts and proposes implications for curriculum innovation, teacher professional development, and reading instruction research.

Keywords: reading comprehension strategies, EFL reading instruction, language teacher cognition, teacher education

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Authors: Tiantian Feng

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There is a dearth of research on the literary circle as a teaching strategy in English as a Foreign Language (EFL) classes in Chinese colleges and universities and even fewer empirical studies on its impacts. In this one-quarter, design-based project, the researcher aims to increase students’ engagement, cooperation, and, on top of that, reading comprehension performance by utilizing a researcher-developed, adapted reading circle model in an EFL reading course at a Chinese college. The model also integrated team-based learning and portfolio assessment, with an emphasis on the specialization of individual responsibilities, contributions, and outcomes in reading projects, with the goal of addressing current issues in EFL classes at Chinese colleges, such as passive learning, test orientation, ineffective and uncooperative teamwork, and lack of dynamics. In this quasi-experimental research, two groups of students enrolled in the course were invited to participate in four in-class team projects, with the intervention class following the adapted literature circle model and team members rotating as Leader, Coordinator, Brain trust, and Reporter. The researcher/instructor used a sequential explanatory mixed-methods approach to quantitatively analyze the final grades for the pre-and post-tests, as well as individual scores for team projects and will code students' artifacts in the next step, with the results to be reported in a subsequent paper(s). Initial analysis showed that both groups saw an increase in final grades, but the intervention group enjoyed a more significant boost, suggesting that the adapted reading circle model is effective in improving students’ reading comprehension performance. This research not only closes the empirical research gap of literature circles in college EFL classes in China but also adds to the pool of effective ways to optimize reading comprehension performance and class performance in college EFL classes.

Keywords: literature circle, EFL teaching, college english reading, reading comprehension

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Authors: Bahloul Amel

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The main aim of this research was to investigate the perspectives of English language teachers and learners on the effect of test techniques on reading comprehension, test performance and assessment. The research has also aimed at finding the differences between teacher and learner perspectives, specifying the test techniques which have the highest effect, investigating the other factors affecting reading comprehension, and comparing the results with the similar studies. In order to achieve these objectives, perspectives and findings of different researchers were reviewed, two different questionnaires were prepared to collect data for the perspectives of teachers and learners, the questionnaires were applied to 26 learners and 8 teachers from the University of Batna (Algeria), and quantitative and qualitative data analysis of the results were done. The results and analysis of the results show that different test techniques affect reading comprehension, test performance and assessment at different percentages rates.

Keywords: reading comprehension, reading assessment, test performance, test techniques

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Authors: Iva Košek Bartošová

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There is great attention being paid in the field of development of first reading, thus early literacy skills in the Czech Republic. Yet inconclusive results of PISA and PIRLS force us to think over the teacher´s work, his/her roles in the education process and methods and forms used in lessons. There is also a significant importance to monitor the family environment and the pupil, themselves. The aim of the publishing output is to focus on one side dealing with methods of practicing reading technique and their results in the process of comprehension. In the first part of the contribution there are the goals of development of reading literacy and the methods used in reading practice in some EU countries and a follow-up comparison of research implemented by the help of modern technology of an eye tracker device in the year 2015 and a research conducted at the Institute of Education and Psychological Counselling of the Czech Republic in the year 2011/12. These are the results of a diagnostic test of reading in first classes of primary schools, taught by the genetic method and analytic-synthetic method. The results show that in the first stage of practice there are no statistically significant differences between any researched subjects taught by different methods of reading practice (with the use of several diagnostic texts focused on reading technique and its comprehension). Different results are shown at the end of Grade One and during Grade Two of primary school.

Keywords: elementary literacy, eye tracker device, diagnostic reading tests, reading teaching method

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Authors: Mark Shiu-kee Shum, Dan Shi

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The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond.

Keywords: pedagogical inclusiveness, literacy education, ethnic minority, reading and writing

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Authors: Ibraheem Alzahrani

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This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous.

Keywords: social constructivist, collaborative, environment, wiki, activities

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Authors: Zhang Songning, Guan Zheng, Ci Yan, Ding Gangyi

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The application of physical simulation engines in collaborative editing systems has an important background and role. Firstly, physical simulation engines can provide real-world physical simulations, enabling users to interact and collaborate in real time in virtual environments. This provides a more intuitive and immersive experience for collaborative editing systems, allowing users to more accurately perceive and understand various elements and operations in collaborative editing. Secondly, through physical simulation engines, different users can share virtual space and perform real-time collaborative editing within it. This real-time sharing and collaborative editing method helps to synchronize information among team members and improve the efficiency of collaborative work. Through experiments, the average model transmission speed of a single person in the collaborative editing system has increased by 141.91%; the average model processing speed of a single person has increased by 134.2%; the average processing flow rate of a single person has increased by 175.19%; the overall efficiency improvement rate of a single person has increased by 150.43%. With the increase in the number of users, the overall efficiency remains stable, and the physical simulation engine running status collaborative editing system also has horizontal scalability. It is not difficult to see that the design and implementation of a collaborative editing system based on physical simulation engines not only enriches the user experience but also optimizes the effectiveness of team collaboration, providing new possibilities for collaborative work.

Keywords: physics engine, simulation technology, collaborative editing, system design, data transmission

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Authors: Diane Prorak, Perri Moreno

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University students may have been born in the digital age, but they need to be taught the critical thinking skills to detect misinformation and social media manipulation online. In recent years, librarians have been active in designing instructional methods to help students learn information evaluation skills. At the University of Idaho Library (USA), librarians have developed new teaching methods for these skills. Last academic year, when classes were taught via Zoom, librarians taught these skills to an online session of each first-year rhetoric and composition course. In the Zoom sessions, students were placed in breakout groups where they practiced using an evaluation method known as lateral reading. Online collaborative software was used to give each group an evaluative task and break the task into steps. Groups reported back to the full class. Students learned to look at an information source, then search outside the source to find information about the organization, publisher or author, before evaluating the source itself. Class level pre-and post-test comparison results showed students learned better techniques for evaluation than they knew before instruction.

Keywords: critical thinking, information evaluation, information literacy instruction, lateral reading.

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Authors: A. van Staden, A. A. van Rhyn

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The numerous challenges South African, ESL learners experience were highlighted by the results of several literacy surveys and tests, which demonstrated that our learners’ literacy abilities are far below standard and very weak compared to other international countries. This study developed and implemented an interactive storybook intervention program to support the reading development of ESL learners. The researchers utilized an experimental pre-test/post-test research design, whereby 80 ESL learners from five participating schools, were purposively sampled to take part in this study. This paper, inter alia, discusses the key features of this intervention program whilst also reporting the results of the experimental investigation. Results are promising and show a significant improvement in the mean scores of the learners in the experimental group. Moreover, the results show the value of interactive storybook reading in creating responsive literacy environments to develop the literacy skills of ESL learners.

Keywords: ESL learners, reading comprehension, Interactive story book reading, South Africa

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Authors: P. Klinkesorn, S. Yordchim, T. Gibbs, J. Achariyopas

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Vocabulary and reading skill were examined in terms of teaching and learning via teacher-created website. The aims of this study are 1) to survey students’ opinions on the teacher-created website for learning vocabulary and reading skill 2) to survey the students’ motivation for learning vocabulary and reading skill through the teacher-created website. Motivation was applied to the results of the questionnaires and interview forms. Finding suggests that Teacher-Created Website can increase students’ motivation to read more, build up a large stock of vocabulary and improve their understanding of the vocabulary. Implications for developing both social engagement and emotional satisfaction are discussed.

Keywords: motivation, teacher-created website, Thai students, vocabulary and reading skill

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Authors: Hanadi Khadawardi

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The current study contributes to research on foreign/second language (L2) academic reading by presenting a significant case study, which seeks to investigate specific groups of international (Arab) postgraduate students’ L2 academic reading practices in the UK educational context. In particular, the study scrutinises postgraduate students’ L2 paper-based and digital-based academic reading strategies, and their use of digital aids while engaged in L2 academic reading. To this end, the study investigates Arab readers’ attitudes toward digital L2 academic reading. The study aims to compare between paper and digital L2 academic reading strategies that the students employ and which reading formats they prefer. This study tracks Masters-level students and examines the way in which their reading strategies and attitudes change throughout their Masters programme in the UK educational context. The academic reading strategies and attitudes of five students from four different disciplines (Health Science, Psychology, Management, and Education) are investigated at two points during their one-year Masters programmes. In addition, the study investigates the same phenomenon with 15 Saudi PhD students drawn from seven different disciplines (Computer Science, Engineering, Psychology, Management, Marketing, Health Science, and Applied Linguistics) at one period of their study in the same context. The study uses think-aloud protocol, field notes, stimulated recall, and semi-structured interviews to collect data. The data is analysed qualitatively. The results of the study will explain the process of learning in terms of reading L2 paper and digital academic texts in the L2 context.

Keywords: EFL: English as a foreign language, ESL: English as a second language, L: Language

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Authors: A. Mondaca, E. Mendoza, D. Jackson-Maldonado, A. García-Obregón

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Deaf signers usually show lower scores in Auditory Working Memory (AWM) tasks and higher scores in Visual Working Memory (VWM) tasks than their hearing pairs. Further, Working Memory has been correlated with reading abilities and vocabulary in Deaf and Hearing individuals. The aim of the present study is to compare the performance of Mexican Deaf signers and hearing adults in VWM, reading and Vocabulary tasks and observe if the latter are correlated to the former. 15 Mexican Deaf signers were assessed using the Corsi block test for VWM, four different subtests of PROLEC (Batería de Evaluación de los Procesos Lectores) for reading abilities, and the LexTale in its Spanish version for vocabulary. T-tests show significant differences between groups for VWM and Vocabulary but not for all the PROLEC subtests. A significant Pearson correlation was found between VWM and Vocabulary but not between VWM and reading abilities. This work is part of a larger research study and results are not yet conclusive. A discussion about the use of PROLEC as a tool to explore reading abilities in a Deaf population is included.

Keywords: deaf signers, visual working memory, reading, Mexican sign language

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Authors: Leigha Inman

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One of the most cutting-edge interdisciplinary topics in the social sciences is the application of understandings from the humanities to traditionally social scientific disciplines such as education studies. This paper proposes such a topic. It has often been observed that children enjoy literature. The role of reading in the development of reading ability is an important area of research. However, the role of vocabulary in reading development has long been neglected. This paper reports an investigation into the number of words found in key works of children's literature and attempts to correlate that figure with years elapsed since publication of the work. Pedagogical implications will be discussed.

Keywords: educational pedagogy, young learners, vocabulary teaching, reading development

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Authors: S. K. Ashiquer Rahman

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This paper presents a knowledge mediation platform, “ePLANETe Blue” that addresses the challenge of building knowledge partnerships for higher education. The purpose is to present, as an institutional perception, the ‘ePLANETe' idea and functionalities as a practical and pedagogical innovation program contributing to the collaborative learning goals in higher education. In consequence, the set of functionalities now amalgamated in ‘ePLANETe’ can be seen as an investigation of the challenges of “Collaborative Learning Digital Process.” It can exploit the system to facilitate collaborative education, research and student learning in higher education. Moreover, the platform is projected to support the identification of best practices at explicit levels of action and to inspire knowledge interactions in a “virtual community” and thus to advance in deliberation and learning evaluation of higher education through the engagement of collaborative activities of different sorts.

Keywords: mediation, collaboration, deliberation, evaluation

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Authors: Ruwan Gunawardane

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Second language teaching and learning is a complex process in which various factors are identified as having a negative impact on the competency in English among undergraduates of Sri Lanka. One such issue is the lack of intrinsic motivation among them to learn English despite the fact that they all know the importance of English. This study attempted to ascertain how the intrinsic motivation of undergraduates to learn English can be improved through reading out of curiosity. Humans are curious by nature, and cognitive psychology says that curiosity facilitates learning, memory, and motivation. The researcher carried out this study during the closure of universities due to the outbreak of the coronavirus through ‘Online Reading Café’, an online reading programme introduced by himself. He invited 1166 students of the Faculty of Science, University of Ruhuna, to read 50 articles taken from CNN and the BBC and posted at least two to three articles on the LMS of the faculty almost every day over a period of 23 days. The themes of the articles were based on the universe, exploration of planets, scientific experiments, evolution, etc., and the students were encouraged to collect as many words, phrases, and sentence structures as possible while reading and to form meaningful sentences using them. The data obtained through the students’ feedback was qualitatively analyzed. It was found that these undergraduates were interested in reading something out of curiosity, due to which intrinsic motivation is enhanced, and it facilitates competence in L2.

Keywords: English, competence, reading, curiosity

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Authors: Musa Galadima Toro

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The study focused on the impact of teaching critical reading strategies on students’ performance in English and communication skills at the college of education Azare Bauchi state, Nigeria. It adopted a pre-test, post-test experimental group design. A sample of two hundred and forty (240) students was randomly selected from four departments within the school. The students were randomized into two groups: experimental and control groups. The experimental group was taught critical reading strategies as a form of treatment, while the control group involved in normal reading comprehension exercises. The findings of the study showed a significant difference in the performance of students who were taught critical reading strategies at the post- test level. Recommendations based on the findings of the study were proffered such as placing more emphasis on teaching critical reading strategies in order to improve students’ creative thinking skills and also encouraging students to read articles in science and humanities to improve their reading skills among others.

Keywords: English, communication skill, critical reading, strategies

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Authors: Michael F. Mascolo

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Western democratic traditions are being strained. Western nations are losing the common agonistic ground needed to engage in traditional forms of democracy – adversarial debate, voting, and the peaceful transfer of power. Political polarization among party elites has become commonplace. Because it seeks to resolve conflict through the integration of opposites, a dialectical approach to resolving partisan conflict offers the promise of helping political partisans bridge ideological divides. This paper contains an analysis of dialectical engagement as a collaborative alternative to adversarial politics. Dialectical engagement involves two broad phases: collaborative political problem-solving and dialectical problem-solving. The paper contains a description of an 18-month longitudinal study assessing the effectiveness of dialectical engagement as a method for bridging divides on contentious socio-political issues. The study shows how dialectical engagement produced dramatic consensus among a small group of individuals from different political orientations as they worked together to resolve the issue of capital punishment.

Keywords: collaborative democracy, dialectical thinking, capital punishment, partisan conflict

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Authors: Abdulkadir Mustapha Gana, Musa Baba Adamu, Edimeh Augustine Jr

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There are growing concerns over the astronomical decline inquality of teaching and learning amongst youths especially in developing countries, and handful research have been conducted in this regard. However, results from many of these studies revealed similar findings which all pointed to the steady decline in quality of teaching and learning across the globe. One common factor attributed for this drawback was the new media due to the evolution and advancement of technology as studies have revealed. In the beginning, what was then the new media (broadcast media of radio and television) was singled out as being responsible for diverting people’s attention from reading; particularly television. At present times, it was revealed that the social media and internet connectivity were responsible for diverting the attention of many, thus distracting attentions from reading. However, it is pertinent to note that the devastating effects, social media platforms have a couple of tools that could improve reading by extension teaching and learning amongst students. Therefore, this study reviewed the literature on the advantageous aspect of social media to reading and learning; whilst laying emphasis on how youths can utilize social media to improve their reading habits.

Keywords: ebook, reading, learning, students

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Authors: D. Zhigulskaya, V. Anisimov, A. Pikunov, K. Babanova, S. Zuev, A. Latyshkova, K. Сhernozatonskiy, A. Revazov

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Electrophysiology of information processing in reading is certainly a popular research topic. Natural reading, however, has been relatively poorly studied, despite having broad potential applications for learning and education. In the current study, we explore the relationship between text categories and spontaneous electroencephalogram (EEG) while reading. Thirty healthy volunteers (mean age 26,68 ± 1,84) participated in this study. 15 Russian-language texts were used as stimuli. The first text was used for practice and was excluded from the final analysis. The remaining 14 were opposite pairs of texts in one of 7 categories, the most important of which were: interesting/boring, fiction/non-fiction, free reading/reading with an instruction, reading a text/reading a pseudo text (consisting of strings of letters that formed meaningless words). Participants had to read the texts sequentially on an Apple iPad Pro. EEG was recorded from 12 electrodes simultaneously with eye movement data via ARKit Technology by Apple. EEG spectral amplitude was analyzed in Fz for theta-band (4-8 Hz) and in C3, C4, P3, and P4 for alpha-band (8-14 Hz) using the Friedman test. We found that reading an interesting text was accompanied by an increase in theta spectral amplitude in Fz compared to reading a boring text (3,87 µV ± 0,12 and 3,67 µV ± 0,11, respectively). When instructions are given for reading, we see less alpha activity than during free reading of the same text (3,34 µV ± 0,20 and 3,73 µV ± 0,28, respectively, for C4 as the most representative channel). The non-fiction text elicited less activity in the alpha band (C4: 3,60 µV ± 0,25) than the fiction text (C4: 3,66 µV ± 0,26). A significant difference in alpha spectral amplitude was also observed between the regular text (C4: 3,64 µV ± 0,29) and the pseudo text (C4: 3,38 µV ± 0,22). These results suggest that some brain activity we see on EEG is sensitive to particular features of the text. We propose that changes in theta and alpha bands during reading may serve as electrophysiological tools for assessing the reader’s cognitive state as well as his or her attitude to the text and the perceived information. These physiological markers have prospective practical value for developing technological solutions and biofeedback systems for reading in particular and for education in general.

Keywords: EEG, natural reading, reader's cognitive state, theta-rhythm, alpha-rhythm

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Authors: Engku Haliza Engku Ibrahim, Isarji Sarudin, Ainon Jariah Muhamad

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It is generally agreed that many factors contribute to one’s reading comprehension and there is consensus that vocabulary size one of the main factors. This study explores the relationship between second language learners’ vocabulary size and their reading comprehension scores. 130 Malay pre-university students of a public university participated in this study. They were students of an intensive English language programme doing preparatory English courses to pursue bachelors degree in English. A quantitative research method was employed based on the Vocabulary Levels Test by Nation (1990) and the reading comprehension score of the in-house English Proficiency Test. A review of the literature indicates that a somewhat positive correlation is to be expected though findings of this study can only be explicated once the final analysis has been carried out. This is an ongoing study and it is anticipated that results of this research will be finalized in the near future. The findings will help provide beneficial implications for the prediction of reading comprehension performance. It also has implications for the teaching of vocabulary in the ESL context. A better understanding of the relationship between vocabulary size and reading comprehension scores will enhance teachers’ and students’ awareness of the importance of vocabulary acquisition in the L2 classroom.

Keywords: vocabulary size, vocabulary learning, reading comprehension, ESL

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Authors: Nadia Selene Molina-Moreno, Maria Susana Avila-Garcia, Marco Bianchetti, Marcelina Pantoja-Flores

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Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork.

Keywords: children, collaborative programming, visual programming, multi-touch tabletop, lo-fi prototype

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Authors: Maria Lina Garrido

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This paper aims to reflect upon instruction in English classes with the specific purpose of reading comprehension development, having as its paradigm the considerations presented by William Grabe, in his book Reading in a Second Language: Moving from theory to practice. His concerns regarding the connection between research findings and instructional practices have stimulated the present author to re-evaluate both her long practice as an English reading teacher and as the author of two reading textbooks for graduate students. Elements of the reading process such as linguistic issues, prior knowledge, reading strategies, critical evaluation, and motivation are the main foci of this analysis as far as the activities developed in the classroom are concerned. The experience with university candidates on postgraduate courses with different levels of English knowledge in Bahia, Brazil, has definitely demanded certain adjustments to this author`s classroom setting. Word recognition based on cognates, for example, has been emphasized given the fact that academic texts use many Latin words which have the same roots as the Brazilian Portuguese lexicon. Concerning syntactic parsing, the tenses/verbal aspects, modality and linking words are included in the curriculum, but not with the same depth as the general English curricula. Reading strategies, another essential predictor for developing reading skills, have been largely stimulated in L2 classes in order to compensate for a lack of the appropriate knowledge of the foreign language. This paper presents results that demonstrate that this author`s teaching practice is compatible with the implications and instruction concerning the reading process outlined by Grabe, however, it admits that each class demands specific instructions to meet the needs of that particular group.

Keywords: classroom practice, instructional activities, reading comprehension, reading skills

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Authors: Abebayehu Yohannes, Hsiu-Ling Chen, Chiu-Chen Chang

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Mathematics reading and spatial ability are important learning components in mathematics education. However, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. The result indicated that both groups had a significant increase in the mathematics reading ability test, and a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition, the interactive e-book learning mode had significant impacts on students’ spatial ability. It was also found that the richness of content with visual and interactive elements provided in the interactive e-book enhanced students’ satisfaction with the teaching material.

Keywords: interactive e-books, spatial ability, mathematics reading, satisfaction, three view

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Authors: Nicole Pyle, Daniel Pyle, Christa Haring, Marty Hougen

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Effective special education teachers utilize evidence-based practices for adolescent reading instruction and target the skills needed to improve the reading of older struggling readers. High-Leverage Practices (HLPs) are critical to helping students with disabilities learn important content. Therefore, special education teachers are encouraged to implement HLPs to maximize the learning of students with disabilities, including students with reading difficulties. Teachers’ implementation of HLPs in reading comprehension instruction should aim to develop adolescents’ understanding of grade-level narrative texts and informational texts, including content area texts. Instruction High-Leverage Practices (11-22) that ensure effective implementation of evidence-based practice in reading comprehension instruction for adolescents are presented. Effective reading comprehension activities within the 12 Instruction HLPs are illustrated.

Keywords: high-leverage practices, adolescent, instructional activities, students with disabilities

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Authors: Pei-Chann Chang, Jhen-Fu Liao, Chin-Hung Teng, Meng-Hui Chen

Abstract:

This research combines artificial immune system with user and item based collaborative filtering to create an efficient and accurate recommendation system. By applying the characteristic of antibodies and antigens in the artificial immune system and using Pearson correlation coefficient as the affinity threshold to cluster the data, our collaborative filtering can effectively find useful users and items for rating prediction. This research uses MovieLens dataset as our testing target to evaluate the effectiveness of the algorithm developed in this study. The experimental results show that the algorithm can effectively and accurately predict the movie ratings. Compared to some state of the art collaborative filtering systems, our system outperforms them in terms of the mean absolute error on the MovieLens dataset.

Keywords: artificial immune system, collaborative filtering, recommendation system, similarity

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Authors: Neha Asthana, Vishal Krishna Prasad

Abstract:

Collaborative planning and forecasting are the innovative and systematic approaches towards productive integration and assimilation of data synergized into information. The changing and variable market dynamics have persuaded global business chains to incorporate collaborative planning and forecasting as an imperative tool. Thus, it is essential for the supply chains to constantly improvise, update its nature, and mould as per changing global environment.

Keywords: information transfer, forecasting, optimization, supply chain management

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