英文読解支援へのキットビルド概念マップの活用とその認知プロセスの分析

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

The Effects of Question-Answer Relationship and Think Aloud strategies on Reading Comprehension Ability (A study at the first year students of UIN Ar-Raniry)

This thesis is entitled “The effects of Question-Answer Relationship (QAR) and Think Aloud strategies on reading comprehension ability (A study at the first year student of UIN Ar-Raniry)”. This study is conducted to investigate to what extent QAR and Think Aloud strategies improve the student’s ability in reading comprehension and to know the students’ responses toward the combination of those strategies. The participants of this study were 29 of the first year of English language education department students of UIN Ar-Raniry. This study used quantitative methodology in which the data is collected by using pre-test and post-tests, and questionnaires containing 10 questions with scale items. The result of the test shows that the mean score of pre-test is 51.6 while in the post-test is 61.3. It proved that the mean score of both are slightly different. After examining the hypothesis, the result indicates Tscore > Ttable (4.34 > 1.7), it can be concluded that Ha is accepted and H0 is rejected. It means that Question-Answer Relationship (QAR) and Think Aloud strategies improve students’ reading comprehension ability. Moreover, the students gave positive responses toward the implementation of both strategies. Almost all students agree that QAR and think aloud strategies improve their ability in reading comprehension and most of them said that QAR and think aloud strategies were very helpful. Keywords: Reading Comprehension, Question-Answer Relationship Strategy (QAR), Think Aloud Strategy

ReadyRead: App-based Supplementary Materials for Reading Comprehension

English coursebooks for senior high school do not sufficiently cover topics related to natural and social sciences, so students have to find material to supplement the books. Yet, finding digital language learning material for practicing reading on the Internet that suits their level of proficiency as well as those that fit the curriculum is not always easy. To address this common problem, the study researched and developed Readyread, a mobile application-based supplementary material for reading comprehension. Educational Design-based Research (DBR) was employed in the study. Experts review conducted during the formative evaluation stage of the product yielded constructive feedback for the refinement of the product, more specifically, those concerning material development and multimedia presentations of the app. Students who tried out the product also gave positive feedback on the use of the app. They were delighted with the multimedia assistance and features built-in app, such as videos, popped-up glossaries, games, as well as reading materials that are closely related to the topics they learn at school. They also suggested more texts be added to the apps so that they can learn more independently whenever they have the time. Keywords: reading comprehension, supplementary material, app-based reading platfor

Projet-based learning in reading :an exploratory study at a colombian public school

This exploratory study was oriented to investigate the influence of project-based learning (PBL) in tenth grade students’ reading processes in order to enhance comprehension through the application of specific skills. A mixed-method approach was developed with the participation of 56 students from tenth grade at IETT Simón Bolivar at Puerto Colombia. Procedures for data collection used were on one side experimental design with a pre-posttest in order to quantify the PBL impact and think aloud protocol and observations checklists provided qualitative data that derived explanations about how was carried the implementation process out. Based on the development of two units with PBL quantitative data was gathered from tests analyzed with Statgraphic software, while qualitative data was coded to establish relations between categories determined through a methodological triangulation process. Findings revealed that PBL increased motivation and team work abilities during the process of implementation, nevertheless the development of their reading comprehension skills had impact in higher performing students but a minor impact with lower performing ones. This study also considers context variables that limited its implementation in public schools such as teacher’s development, uncover content, student’s limitations, time and resources that are not easy to overcome. It is recommended to explore other student centered instruction methodology that asks for less requirements

Improving reading comprehension through recognition of cognates in basic english learners in a licenciatura program

El presente trabajo ―Mejorando la comprensión lectora a través de reconocimiento de cognados en estudiantes de Inglés básico en un programa de Licenciatura‖ es un estudio de caso inscrito en el paradigma cualitativo, en el cual se hizo un proceso descriptivo e interpretativo. Este estudio fue realizado en una universidad pública en la ciudad de Pereira. El objetivo de este estudio es analizar cómo el reconocimiento de cognados puede o no contribuir a la comprensión lectora de textos en lengua inglesa con estudiantes de inglés básico en una institución pública de educación superior. Los datos fueron obtenidos a través de observaciones de clase, entrevistas, grabaciones de audio y notas de campo. Los datos recolectados fueron analizados con el fin de obtener los hallazgos que le dieron respuestas a las siguientes preguntas: ¿Cuál es el impacto en la comprensión lectora el reconocimiento de cognados verdaderos en estudiantes universitarios de un idioma extranjero en nivel básico los cuales hablan español como lengua materna? ¿Cómo la lengua materna de estudiantes universitarios de lengua extranjera quienes hablan español como lengua materna puede contribuir en el reconocimiento de cognados y el mejoramiento de la comprensión lectora?The present study ―Improving Reading Comprehension Through Recognition of Cognates in Basic English Learners in a Licenciatura Program‖ is a case study under the paradigm of qualitative research. It was also a descriptive and interpretative study since it provided data obtained from a small population of students and the results of it are the product of our interpretation. This study was conducted at a public university in Pereira. The objective of this study was to analyze how the identification of cognates both true and false may contribute to improvement in reading comprehension in English in students of Basic English level in a public institution of higher education. Data were obtained through observations, interviews, audio recordings and field notes. The collected data were analyzed in order to obtain findings that gave answers to the following questions: What is the impact on reading comprehension among university EFL basic learners who speak Spanish as their native language, of the recognition of cognates? How can the mother tongue of university EFL basic learners who speak Spanish as their native language, contribute to both the recognition of true cognates and the improvement in their reading comprehension

The Effect of Pre-Reading, During Reading, and Post Reading Activities to Monitor Students’ Comprehension in Reading Narrative Text

This study was conducted to investigate the effect of Pre-Reading, During Reading, and Post Reading activities to monitor students’ comprehension in reading narrative text. It was conducted in experimental research design. The population of this study was the 8th grade students of MTsS Taman Pendidikan Islam, Medan. The research methodology using in this study was quasi experimental method which consisted of two parallel classes. Both classes were divided into experimental group which was taught by applying Pre-Reading, During Reading, and Post Reading activities, and control group which was taught without applying Pre-Reading, During Reading, and Post Reading activities. The sample was taken Total Sampling. The instrument used to collect the data was multiple choice test. The data were analysed by Mann Whitney U-test. The analysis shows that the significant value of post-test scores in experimental class was 0,013. Which means the significance value is lower than 5% (0,05). The findings indicate that the results of reading comprehension for the students in the experimental class are develop through implementing the Pre-Reading, During Reading, and Post Reading activities. In other words, it can be proved that applying Pre-Reading, During Reading, and Post Reading activities had a significant effect on students’ reading comprehension achievement in narrative text.  Keywords: Pre-Reading, During Reading, and Post Reading Activities, Narrative Tex

English Is It! (ELT Training Series). Vol. 10

Grup de treball ICE-UB:From English Acquisition to English Learning and Teachin

Evaluating the Assessment Process in the EFL Teaching Programs and the General Secondary Education Certificate English Exams for 1989-1993

The focal point in this paper is the evaluation of the current assessment process in our EFL teaching program in the general secondary school certificate education and the general secondary school certificate English exams (G.S.E.C.E.E.) being the only tool used in this respect. The purpose of such evaluation is to decides its effectiveness as an integrated part in the EFL teaching process since effective assessment makes effective teaching. The hypotheses tested in this study have been: a. The assessment process in our EFL program is not effective enough and it has harmful effects on the the EFL teaching process., b. The G.S.E.C.E.E. are note adequate enough as assessment tools. Yet, it is important to note that the present study is not intended to exclude the G.S.E.C.E.E. from the assessment process but to shed light on the other additional tools that can be used in this respect. In chapter one, the rationale of the study is presented. It includes the statement of the problem and its significance. It also covers the objectives of the present study and its hypotheses along with the definition of terms. The development of the assessment process in ESL/EFL programs all over the world and the current issues in language assessment have been topped in this chapter. In chapter two, the literature related to the assessment process in language teaching has been reviewed and classified. It has been classified into the following three categories: 1. Literature related to the ESL/EFL assessment in general; 2. Literature related to the current trends in this respect; and 3. Literature related to the portfolio assessment approach that is claimed to be the right alternative. In chapter 3 the methodology of the study has been presented and the development of the present study has been stated. The current study has developed according to the following stages: a. setting the criteria that can be used for the evaluation purposes of the present study; b. The criteria found effective for the purpose of the present study were subcategorized into: a. Criteria for language assessment in general; and b. Criteria for language test in particular. It is important to refer to the point that the criteria set have been based on the framework presented by L.J. Harp (1991) and others in language assessment. For more effective criteria, two questionnaires based on these two categories of criteria, were subjected to some ESL/EFL and evaluation professors in the States. In chapter 4, the current assessment process has been analyzed and evaluated according to the criteria set in chapter 3. The current assessment process and the G.S.E.C.E.E. have proved ineffective since they do not meet the criteria of effective assessment process or language tests. In chapter 5, the conclusions have been made along with the findings of the study. The portfolio, the alternative assessment approach has been presented in this chapter. The guidelines for planning a portfolio, its requirements have been shown in chapter 5. Also, recommendations, along with the suggsted proposals are included in chapter 5. The study appendices and bibliography have been included at the end of the present study. The findings of the current study can be stated in brief as follows: a. The present assessment process has not been effective enough to do its functions in the EFL teaching programs and it has harmful effects on the EFL teaching process. b. The G.S.E.C.E. Exams lack the criteria of the effective language exams and tests. They may be reliable but their validity and efficiency are inadequate. The assessment process needs a reform that can be the key to the educational reform we are looking forward to