Search results for: collaborative reading approach

Authors: Carol Leroy

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This presentation focuses on the analysis qualitative case studies in the graduate education of reading specialists. The presentation describes the development and application of an integrated conceptual framework for reading specialist education, drawing on Robert Stake’s work on case study research, Kenneth Zeichner’s work on professional learning, and various tools for reading assessment (e.g. the Qualitative Reading Inventory). Social constructivist theory is used to provide intersecting links between the various influences on the processes used to assess and teaching reading within the case study framework. Illustrative examples are described to show the application of the framework in reading specialist education in a teaching clinic at a large urban university. Central to education of reading specialists in this teaching clinic is the collection, analysis and interpretation of data for the design and implementation of reading and writing programs for struggling readers and writers. The case study process involves the integrated interpretation of data, which is central to qualitative case study inquiry. An emerging theme in this approach to graduate education is the ambiguity and uncertainty that governs work with the adults and children who attend the clinic for assistance. Tensions and contradictions are explored insofar as they reveal overlapping but intersecting frameworks for case study analysis in the area of literacy education. An additional theme is the interplay of multiple layers of data with a resulting depth that goes beyond the practical need of the client and toward the deeper pedagogical growth of the reading specialist. The presentation makes a case for the value of qualitative case studies in reading specialist education. Further, the use of social constructivism as a unifying paradigm provides a robustness to the conceptual framework as a tool for understanding the pedagogy that is involved.

Keywords: assessment, case study, professional education, reading

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Authors: Yahya Maeni

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It is well established that amblyopic patients have a reduced reading performance and oculomotor deficits. Word length has a significant impact on reading performance and eye movement behaviour during reading. As there no previous attempts to assess whether amblyopic eyes would be affected by word length while reading. This study aims to assess the effect of word length on amblyopic eye movement behaviour during reading including fixation duration, number of fixation and gaze duration. 21 adults with amblyopia and 21 age-matched controls participated in the study (age ± SD) (23.80 ± 4.66) for amblyopes and (24.20 ± 3.58) for Controls. Eye movement was recorded during reading binocularly using Eyelink 1000. Study was designed as 2 x 2 (amblyopia vs. control) x 2 lengths (4 letters, and 8 letters). Compared to controls, the amblyopic participants report significant longer duration of fixation, higher number of fixation and longer gaze duration for short words with far higher significant difference for long words. It could be concluded that eye movement in amblyopia during reading might be accounted for by the length of a word within a text and this could possible explanation of reduced reading performance among amblyopes. By understanding the effect of word length on amblyopia will shed light on reading deficits in amblyopia and help to determine the reading needs of amplyopes in educational and clinical settings.

Keywords: amblyopia, eye movement, reading, fixation

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Authors: Michelle Bulawan, Mei-Hua Chen

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Reading comprehension is crucial for acquiring information, analyzing critically, and achieving academic proficiency. However, there is a lack of growth in reading comprehension skills beyond fourth grade. The developmental shift from "learning to read" to "reading to learn" occurs around this stage. Factual knowledge and diverse views in articles enhance reading comprehension abilities. Nevertheless, some face difficulties due to evolving textual requirements, such as expanding vocabulary and using longer, more complex terminology. Most research on reading strategies has been conducted at the tertiary and secondary levels, while few have focused on the elementary levels. Furthermore, the use of character, ask, problem, solution (CAPS) charts in teaching reading has also been hardly explored. Thus, the researcher decided to explore the facilitation of active reading strategies through the CAPS chart and address the following research questions: a) What differences existed in elementary EFL learners' reading competency among those who engaged in active reading strategies and those who did not? b) What are the learners’ metacognitive skills of those who engage in active reading strategies and those who do not, and what are their effects on their reading competency? c) For those participants who engage in active reading activities, what are their perceptions about incorporating active reading activities into their English classroom learning? Two groups of elementary EFL learners, each with 18 students of the same level of English proficiency, participated in this study. Group A served as the control group, while Group B served as the experimental group. Two teachers also participated in this research; one of them was the researcher who handled the experimental group. The treatment lasts for one whole semester or seventeen weeks. In addition to the CAPS chart, the researcher also used the metacognitive awareness of reading strategy inventory (MARSI) and a ten-item, five-point Likert scale survey.

Keywords: active reading, EFL learners, metacognitive skills, reading competency, student’s perception

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Authors: Sumaya Saqr

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Although many teachers regard academic research as the inclusive domain of academic researchers, teachers should contribute to the body of research guiding their own practice. Drawing on the qualitative analysis of 20 teachers’ reflection journals and interviews, this case study sheds light on the personal and professional benefits of teachers’ applications of collaborative action research in English language teaching context. The findings reveal that several aspects of teacher identity and classroom practice were changed. The present paper aspires to reveal the way in which collaborative action research process, as a learner-centered approach to staff development, would help teachers to become more independent and professionally autonomous and hence effecting change that is far greater than its initial purpose.

Keywords: change, collaborative action research, personal and professional benefits, professional development

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Authors: Muhlisin, Moh. Sofyan Budiarto

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Corporate social responsibility (CSR) initiatives based on charity and philanthropy have not alleviated many sustainable environmental issues, particularly in industrial towns. The collaborative governance strategy is seen to be an option for resolving difficulties of coordination and communication between businesses, the government, and the community so that the goals of urban environmental management can be met via collaborative efforts. The purpose of this research is to identify the different forms of environmental CSR implementation by corporate entities and to create a CSR collaborative governance model in environmental management. This qualitative investigation was carried out in 2020 in Cilegon City, one of Indonesia’s industrial cities. To investigate their support, a total of 20 informants from three stakeholder groups, namely the government, corporate entities, and the community, were questioned. According to the study’s findings, cleaner production, eco-office, energy and natural resource conservation, waste management, renewable energy, climate change adaptation, and environmental education are all examples of CSR application in the environmental sector. The environmental potential of CSR implementation is to create collaborative governance. The role of business entities in providing the beginning circumstances is critical, while the government offers facilitative leadership and the CSR forum launches institutional design. These three factors are crucial to the efficiency of collaborative governance in industrial cities' environmental management.

Keywords: collaborative governance, CSR forum, environmental CSR, industrial city

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Authors: Sally A. Brown

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Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory—represented in the integrated framework—highlight the importance of the role of the teacher. This model can aid teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students.

Keywords: explicit instruction, integrated models of reading comprehension, reading comprehension, teacher’s role

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Authors: Valeda Dent

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This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students.

Keywords: rural village libraries, secondary school students, reading, academic achievement

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Authors: Daphne Dean C. Arenos, Glorificacion L. Quinopez

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This study has been conducted to describe the digitized stories authored by a Grade 1 pupil struggling in reading. The main goal was to find out the effect of authoring digital stories on the reading skill of a grade 1 pupil in terms of vocabulary and sequencing skills. To be able to explicate the data collected, a case study approach has been chosen. This case study focused on a 6 years old Filipino child born and raised in Spain and has just transferred to a private school a year ago. The pupil’s struggles in reading, as well as her experiences with digitized stories, were further described. The findings revealed that authoring digital stories facilitate the reading progress of a struggling pupil. The presence of literary elements in the pupil’s stories built her vocabulary and sequencing skills. Hence, authoring digital stories serve as an appropriate and effective scaffold for struggling readers.

Keywords: literary elements, reading skill, scaffold, sequencing skill, vocabulary

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Authors: Ratanavadee Takerngsukvatana

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The purposes of this research were to study reading behavior of undergraduate students at Suan Sunandha Rajabhat University. A stratified random sample of 380 participants was collected. A Likert five-scale questionnaire was developed to collect data and to obtain students’ opinions regarding their reading behavior. The findings revealed that the majority of respondents read mainly for academic purpose. They preferred to read magazines. The majority of respondents read an average of 3-7 pages a day. The places to read were home and library. Buying with their own money and borrowing from the library were two main sources of books. The suggested activity to promote is planning the curriculum to suit students’ reading behavior.

Keywords: reading, reading behavior, undergraduate students, Suan Sunandha Rajabhat University

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Authors: Fujia Yang

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Alongside technological innovation, the current “double reduction” policy and English Curriculum Standards for Compulsory Education in China both emphasise and encourage appropriately integrating educational technologies into the classroom. Therefore, schools are increasingly using digital means to engage students in English reading, but the impact of such technologies on Chinese pupils’ reading achievement remains unclear. To serve as a reference for reforming English reading education in primary schools under the double reduction policy, this study investigates the effects and primary influencing factors of a specific reading programme, Accelerated Reader (AR), on Chinese primary school students’ reading achievement. A quantitative online survey was used to collect 37 valid questionnaires from teachers, and the results demonstrate that, from teachers’ perspectives, the AR program seemed to positively affect students’ reading achievement by recommending material at the appropriate reading levels and developing students’ reading habits. Although the reading enjoyment derived from the AR program does not directly influence students’ reading achievement, these factors are strongly correlated. This can be explained by the self-paced, independent learning AR format, its high accuracy in predicting reading level, the quiz format and external motivation, and the importance of examinations and resource limitations in China. The results of this study may support reforming English reading education in Chinese primary schools.

Keywords: educational technology, reading programme, primary students, accelerated reader, reading effects

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Authors: Hoi Yan Lau

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In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning.

Keywords: Hong Kong, language skills, parent-child reading, preschoolers

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Authors: Lee Bih Ni, Emily Doreen Lee, Wee Hui Yean

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This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required.

Keywords: collaborative online learning, lecturers’ training, learning, online

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Authors: Vivien Chee Pei Wei

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Today we live in a scenario in which letters share space with images on screens that vary in size, shape, and style. The popularization of television, then the computer and now the e-readers, tablets, and smartphones made the electronic assume the role that previously was restricted to printed materials. Since the extensive use of new technologies to produce, disseminate, collect and access electronic publications began, the changes to reading has been intensified. To be able to read online, it involves more than just utilizing specific skills, strategies, and practices, but also in negotiating multiple information sources. In this study, different perspectives of digital reading are being explored in order to define the key aspects of the term. The focus is to explore how new technologies affect how undergraduates’ reading behavior, which in turn, gives readers different reading levels and engagement with the text and other support materials in the same media. There is also the importance of the relationship between reading platforms, reading levels and formats of electronic publications. The study looks at the online reading practices of about 100 undergraduates from a local university. The data collected using the survey and interviews with the respondents are analyzed thematically. Findings from this study found that both digital and traditional reading are interrelated, and should not be viewed as separate, but complementary to each other. However, reading online complicates some of the skills required by traditional reading. Consequently, in order to successfully read and comprehend multiple sources of information online, undergraduates need regular opportunities to practice and develop their skills as part of their natural reading practices.

Keywords: concepts, digital reading, literacy, traditional reading

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Authors: Fatin Khairani Khairul 'Azam

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Reading comprehension requires the formation of an articulate mental representation of the information in a text. It involves three interdepended elements—the reader, the text, and the activity, all situated into an extensive sociocultural context. Incorporating metacognitive think-aloud strategy into teaching reading comprehension would improve learners’ reading comprehension skills as it helps to monitor their thinking as they read. Furthermore, by integrating Digital Educational Learning Initiative Malaysia (DELIMa) platform in teaching reading comprehension, it can make the process interactive and fun. A quasi-experimental one-group pre-test post-test design was used to identify the effectiveness of using metacognitive think-aloud strategy via DELIMa platform in improving pupils’ reading comprehension performance and their perceptions towards reading comprehension. The participants of the study comprised 82 of form 1 pupils from a secondary school in Pasir Gudang, Johor, Malaysia. All participants were required to sit for pre-and post-tests to track their reading comprehension performance and perceptions. The findings revealed that incorporating metacognitive think-aloud strategy is an effective strategy in teaching reading comprehension as the performance of pupils in reading comprehension and their perceptions towards reading comprehension were improved during the post tests. It is hoped that the findings of the study would be useful to the teachers incorporating the same strategy in teaching to improve pupils' reading skills. It is suggested that future study should involve the motivation factor of the participants on incorporating think-aloud strategy into teaching reading comprehension as well.

Keywords: DELIMa Platform, ESL Learners, Metacognitive Strategy, Pupils' Perceptions, Reading Comprehension, Think-Aloud Strategy

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Authors: Ora Geiger

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Reading is a cognitive process of deciphering visual signs to produce meaning. During the reading process, written information of symbols and signs is received in the person’s eye and processed in the brain. This definition is relevant to both the reading of letters and the reading of musical notation. But while the letters of the alphabet are signs determined arbitrarily, notes are recorded systematically on a staff, with the location of each note on the staff indicating its relative pitch. In this paper, the researcher specifies the characteristics of alphabet reading in comparison to musical notation reading, and discusses the question whether a person diagnosed with dyslexia will necessarily have difficulty in reading musical notes. Dyslexia is a learning disorder that makes it difficult to acquire alphabet-reading skills due to difficulties expressed in the identification of letters, spelling, and other language deciphering skills. In order to read, one must be able to connect a symbol with a sound and to join the sounds into words. A person who has dyslexia finds it difficult to translate a graphic symbol into the sound that it represents. When teaching reading to children diagnosed with dyslexia, the multi-sensory approach, supporting the activation and involvement of most of the senses in the learning process, has been found to be particularly effective. According to this approach, when most senses participate in the reading learning process, it becomes more effective. During years of experience, the researcher, who is a music specialist, has been following the music reading learning process of elementary school age students, some of them diagnosed with Dyslexia, while studying to play soprano (descant) recorder. She argues that learning music reading while studying to play a musical instrument is a multi-sensory experience by its nature. The senses involved are: sight, hearing, touch, and the kinesthetic sense (motion), which provides the brain with information on the relative positions of the body. In this way, the learner experiences simultaneously visual, auditory, tactile, and kinesthetic impressions. The researcher concludes that there should be no contra-indication for teaching standard music reading to children with dyslexia if an appropriate process is offered. This conclusion is based on two main characteristics of music reading: (1) musical notation system is a systematic, logical, relative set of symbols written on a staff; and (2) music reading learning connected with playing a musical instrument is by its nature a multi-sensory activity since it combines sight, hearing, touch, and movement. This paper describes music reading teaching procedures and provides unique teaching methods that have been found to be effective for students who were diagnosed with Dyslexia. It provides theoretical explanations in addition to guidelines for music education practices.

Keywords: alphabet reading, dyslexia, multisensory teaching method, music reading, recorder playing

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Authors: Jill Villarreal, Kristalyn Cooksey, Kai Lloyd, Daniel Ha

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Little research has been conducted to examine college students' reading attitudes, including students' perceptions of reading behaviors and reading abilities. This is problematic, as reading assigned course material is a critical component to an undergraduate student's academic success. For this study, flyers were electronically disseminated to instructors at 24 public and 10 private U.S. institutions in “Reading-Intensive Departments” including Psychology, Sociology, Education, Business, and Communications. We requested the online survey be completed as an in-class activity during the fall 2019 and spring 2020 semesters. All participants voluntarily completed the questionnaire anonymously. Of the participants, 280 self-identified their race as Black and 280 self-identified their race as White. Of the participants, 177 self-identified their gender as Male and 383 self-identified their Gender as Female. Participants ranged in age from 18-24. Factor analysis found four dimensions resulting from the questions regarding reading. The first we interpret as “Reading Proficiency”, accounted for 19% of the variability. The second dimension was “Reading Anxiety” (15%), the third was “Textbook Reading Ability” (9%), and the fourth was “Reading Enjoyment” (8%). Linear models on each of these dimensions revealed no effect of Age, Gender, Race, or Income on “Reading proficiency”. The linear model of “Reading Anxiety” showed a significant effect of race (p = 0.02), with higher anxiety in white students, as well as higher reading anxiety in female students (p < 0.001). The model of “Textbook Reading Ability” found a significant effect of race (p < 0.001), with higher textbook problems in white students. The model of “Reading Enjoyment” showed significant effects of race (p = 0.013) with more enjoyment for white students, gender (p = 0.001) with higher enjoyment for female students, and age (p = 0.033) with older students showing higher enjoyment. These findings suggest that gender, age, and race are important factors in many aspects of college students' reading attitudes. Further research will investigate possible causes for these differences. In addition, the effectiveness of college-level programs to reduce reading anxiety, promote the reading of textbooks, and foster a love of reading will be assessed.

Keywords: age, college, gender, race, reading

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Authors: Surasak Khamkhong

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This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the purposive sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test which was used as a pre-test and a post-test, and an attitude questionnaire toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and the Wilcoxon signed-rank test. The results revealed that before the intervention, the students’ English reading proficiency were low as is evident from their low pre-test scores (M=14.00). They did fairly well for the access-and-retrieve questions (M=6.11), but poorly for the integrate-and-interpret questions (M=4.89) and the reflect-and-evaluate questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do better as their post-test scores were higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. This means that after the intervention, their critical reading skills had improved. In terms of their attitude towards the designed lessons and instruction, most students were satisfied with the lessons and the instruction. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading skills.

Keywords: second language reading, critical reading and thinking skills, PISA reading literacy framework, English L2 reading development

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Authors: Tessa Berg, Emma Guion Akdag

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Summative feedback forms are used in academia for gathering data on course quality and student understanding. Students answer a series of questions based on the course they are soon to finish in these forms. Feedback forms are notorious for being homogenised and limiting and thus the data captured is often neutral and lacking in tacit emotional responses. This paper contrasts student feedback forms with collaborative drawing. We analyse 19 pictures drawn by international students on a pre-sessional course. Through visuals we present an approach to enable a holistic level of student understanding. Visuals communicate irrespective of possible language, cultural and educational barriers. This paper sought to discover if the pictures mirrored the feedback given on a typical feedback form. Findings indicate a considerable difference in the two approaches and thus we highlight the value of collaborative drawing as a complimentary resource to aid the understanding of student experience.

Keywords: feedback forms, visualisation, student experience, collaborative drawing

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Authors: Pierre Brocas, Konstantinos Rizos

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This study was conducted to test the effects of introducing a consistent pace and volume of reading whole narratives on adolescents' reading comprehension with a diagnosis of autism spectrum disorder (ASD). The study was inspired by previous studies conducted on poorer adolescent readers in English schools. The setting was a Free Special Education Needs school in England. Nine male and one female student, between 11-13 years old, across two classrooms participated in the study. All students had a diagnosis of ASD, and all were classified as advanced learners. The classroom teachers introduced reading a whole challenging novel in 12 weeks with consistency as the independent variable. The study used a before-and-after design of testing the participants’ reading comprehension using standardised tests. The participants made a remarkable 1.8 years’ mean progress on the standardised tests of reading comprehension, with three participants making 4+ years progress. The researchers hypothesise that reading novels aloud and at a fast pace in each lesson, that are challenging but appropriate to the participants’ learning level, may have a beneficial effect on the reading comprehension of adolescents with learning difficulties, giving them a more engaged uninterrupted reading experience over a sustained period. However, more studies need to be conducted to test the independent variable across a bigger and more diverse population with a stronger design.

Keywords: autism, reading comprehension, developmental disabilities, narratives

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Authors: Ahmed Tawfik, Fausto Giunchiglia, Vincenzo Maltese

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Ontologies provide a common understanding of a specific domain of interest that can be communicated between people and used as background knowledge for automated reasoning in a wide range of applications. In this paper we address the design of multilingual ontologies following well-defined knowledge engineering methodologies with the support of novel collaborative development approaches. In particular, we present a collaborative platform which allows ontologies to be developed incrementally in multiple languages. This is made possible via an appropriate mapping between language independent concepts and one lexicalization per language (or a lexical gap in case such lexicalization does not exist). The collaborative platform has been designed to support the development of the Universal Knowledge Core, a multilingual ontology currently in English, Italian, Chinese, Mongolian, Hindi, and Bangladeshi. Its design follows a workflow-based development methodology that models resources as a set of collaborative objects and assigns customizable workflows to build and maintain each collaborative object in a community driven manner, with extensive support of modern web 2.0 social and collaborative features.

Keywords: knowledge diversity, knowledge representation, ontology, development

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Authors: Bengi Sonyel, Kheder Kasem

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Nowadays technology is growing so fast. Everybody agrees that technology should be enhanced more in educational field in order to achieve maximum level of teaching and learning effectiveness. Collaborative learning is one of the most important subjects that have been discussed widely in the last 20 years. In this growing of technology and the widely spread of e-learning systems most of face-to-face processes are changing to be completely online base. Online collaborative learning considered one of the new feature that applied recently in some e-Learning systems but still there are much differences between face-to-face instance of collaborative learning and what really occur and happen in networked online environment.In this research we will compare face-to-face collaborative learning with online collaborative learning to define the key success for achieving course’s outcomes. We will also study the current teachers and students experience in today e-Learning systems, more specifically in online collaborative system and study them interaction to today’s technology that related to education. We will apply quantitative and qualitative research method in order to get accurate results. Finally we will gather all of our findings, analyze it and try to find the advantages and disadvantages as well as the current problems and possible solutions.

Keywords: collaborative learning, learning by doing, technology, teachers, learners experiences

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Authors: Sarah Hamdy Abd-Al Hamid Seyam

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The research aimed investigating the effect of using web quest on developing English reading comprehension skills for preparatory experimental school students. The descriptive design was adopted in the study. The tools of the study are represented in: a checklist for the English reading comprehension skills and a test of the English reading comprehension skills for the first year preparatory experimental school students. Results of the study were discussed in relation to various factors that affect the learning process. Finally the research presented applicable contributions according to using web quest in teaching English as a foreign language generally and improving reading comprehension in particular.

Keywords: English as a second language, preparatory experimental schools, reading comprehension, WebQuest

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Authors: Aula Khatteb Abu-Liel

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The study investigated the effects of diglossia and orthography on reading in Arabic, manipulating reading in Spoken Arabic (SA), using Arabizi, in which it is written using Latin letters on computers/phones, and the two forms of the conventional written form Modern Standard Arabic (MSA): vowelled (shallow) and unvowelled (deep). 77 skilled readers in 8th grade performed oral reading of single words and narrative and expository texts, and silent reading comprehension of both genres of text. Oral reading and comprehension revealed different patterns. Single words and texts were read faster and more accurately in unvoweled MSA, slowest and least accurately in vowelled MSA, and in-between in Arabizi. Comprehension was highest for vowelled MSA. Narrative texts were better than expository texts in Arabizi with the opposite pattern in MSA. The results suggest that frequency of the type of texts and the way in which phonology is encoded affect skilled reading.

Keywords: Arabic, Arabize, computer mediated communication, diglossia, modern standard Arabic

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Authors: Mitra Mesgar

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Online learning environment is becoming more popular among learners because of their multiple information representations. Despite the growing importance of online reading strategies among adult learners, little attention has been carried out to postgraduate EFL learners. This study is quantitative research designed and aimed to investigate metacognitive reading strategies employed by Iranian postgraduate learners to read online academic texts. This study is conducted by over 50 Iranian postgraduate students studying in different Malaysian universities. This study used two different survey questionnaires, namely, 1) background questionnaire and 2) OSORS questionnaire. The collected data were analyzed using SPSS. The findings of the study emphasized metacognitive reading strategies used by different aged adult learners. The results of the survey questionnaires revealed that adult learners use global reading strategies as well as problem-solving strategies and support reading strategies. Also, through one-way analysis of variance toward age factor revealed that it has no meaningful changes on metacognitive reading strategy usage. This means that metacognitive reading strategies used by adult learners are independent of age variable. Drawing from findings, adult learners have learning goals, and since they have more exposure to online academic texts, they are able to use different metacognitive online reading strategies that affect their understanding of academic texts.

Keywords: online reading strategies, metacognitive strategies, online learning, independent students, locus of control

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Authors: Abdul Rofiq Badril Rizal M. Z.

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Reading becomes one of the most important skills in teaching and learning English. The purpose of this research was to improve the students' active participation, and reading comprehension achievement by using Know, Want to Know, Learned (KWL) strategy. The research design was Classroom Action Research. The area and participants of this research were chosen by using purposive method. The data were collected by observation, a reading comprehension test, interview, and documentation. The results showed that there was significant improvement in Cycle 1 to Cycle 2 of the research. In cycle 1, the students’ active participation increased 49.77% from 28% to 77.77. In addition, in cycle 2, the students’ active participation also increased by 14.17% from 77.77% to 81.94%. The students’ reading comprehension achievement also increased by 52.14% from 25% to 77.14% in Cycle 1 and increased by 5.71% from 77.14% to 82.85% in cycle 2. It indicated that using Know, Want to Know, Learned (KWL) strategy could enhance the Seventh C grade students’ descriptive text reading comprehension achievement, and active participation.

Keywords: active participation, reading comprehension, classroom action research, Indonesian folktales

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Authors: Monica Hoeldtke Pietruchinski, Andrey Ricardo Pimentel

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The teaching of computer programming for beginners has been presented to the community as a not simple or trivial task. Several methodologies and research tools have been developed; however, the problem still remains. This paper aims to present multi-agent system architecture to be incorporated to the educational collaborative game software for teaching programming that monitors, evaluates and encourages collaboration by the participants. A literature review has been made on the concepts of Collaborative Learning, Multi-agents systems, collaborative games and techniques to teach programming using these concepts simultaneously.

Keywords: architecture of multi-agent systems, collaborative evaluation, collaboration assessment, gamifying educational software

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Authors: Kanlaya Ratanasuphakarn, Suttipong Boonphadung

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The research on the development of ability in reading comprehension based on metacognitive strategies aimed to (1) improve the students’development of ability in reading comprehension based on metacognitive strategies, (2) evaluate the students’ satisfaction on using metacognitive strategies in learning as a tool developing the ability in reading comprehension. Forty-eight of Mattayom 3 students who have enrolled in the subject of research for learning development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for reading comprehension, pre-posttest and satisfaction questionnaire that were approved as content validity and reliability (IOC=.66-1.00,0.967). The research found that the development of ability in reading comprehension of the research samples before using metacognitive strategies in learning activities was in the normal high level. Additionally, the research discovered that the students’ satisfaction of the research cohort after applying model in learning activities appeared to be high level of satisfaction on using metacognitive strategies in learning as a tool for the development of ability in reading comprehension.

Keywords: development of ability, metacognitive strategies, satisfaction, reading comprehension

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Authors: Aljon Pangan

Abstract:

The Philippines being an archipelagic country, is surrounded by coastlines (36,289 km), coastal waters (226,000 km²), oceanic waters (1.93 million km²) and territorial waters (2.2 million km²). Studies show that the Philippine coastal ecosystems are the most productive and biologically diverse in the world, however, plagued by degradation problems due to over-exploitation and illegal activities. The existence of coastal degradation issues in the country led to the emergence of Coastal Resource Management (CRM) as an approach to both national and local government in providing solutions for sustainable coastal resource utilization. CRM applies the idea of planning, implementing and monitoring through the lens of collaborative governance. It utilizes collective action and decision-making to achieve sustainable use of coastal resources. The Municipality of Bagac in Bataan is one of the coastal municipalities in the country who crafts its own CRM Program as a solution to coastal resource degradation and problems. Information and Communications Technology (ICT), particularly Integrated Imaging Management System (IIMS) is one approach that can be applied in the formula of collaborative governance which entails the Government, Private Sector, and Civil Society. IIMS can help policymakers, managers, and citizens in managing coastal resources through analyzed spatial data describing the physical, biological, and socioeconomic characteristics of the coastal areas. Moreover, this study will apply the qualitative approach in deciphering possible impacts of the application of IIMS in the Coastal Resource Management policy making and implementation of the Municipality of Bagac.

Keywords: coastal resource management, collaborative governance, integrated imaging management system, information and communication technology

Procedia PDF Downloads 361

Authors: Niracha Chompurach, Dararat Khampusaen

Abstract:

EFL students have to be able to synthesize the texts they are reading critically to compose and connect the information. This study focuses on the effects of the application of Infographics as a supplementary tool to improve Thai EFL students’ Academic reading skills. Infographics are graphic visual representations of information, data, and knowledge offering students to work on gathering multiple types of information, such as pictures, texts, graphs, mapping, and charts. The study aims to investigate if the Infographics as a supplementary tool in academic reading lessons can make a difference in students’ reading skills, and the students’ opinions toward the application of infographics as a reading tool. The participants of this study were 3rd year Thai EFL Khon Kaen University students who took English Academic Reading course. This study employed Infographics assignments, Infographics rubric, and Gucus group interview. This study would advantage for both EFL teachers and students as a means to engage the students to handle the larger load of and represents the complex information in visible and comprehensible way.

Keywords: EFL, e-learning, infographics, language education

Procedia PDF Downloads 140

Authors: Davoud Ansari Kejal, Meysam Sabour

Abstract:

For long, there has been a belief that a reader can easily comprehend a text if he is strong enough in vocabulary and grammatical knowledge but there was no account for the ability of understanding different subjects based on readers’ understanding of the surrounding world which is called world background knowledge. This paper attempts to investigate the reading comprehension process applying the schema theory as an influential factor in comprehending texts, in order to prove the important role of background knowledge in reading comprehension. Based on the discussion, some teaching methods are suggested for employing world background knowledge for an elaborated teaching of reading comprehension in an active learning environment in EFL classes.

Keywords: background knowledge, reading comprehension, schema theory, ELT classes

Procedia PDF Downloads 421