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    Wyświetlanie 1-12 z 12
    Tytuł:
    AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES
    Autorzy:
    Hewgley, Gary Dean
    Powiązania:
    https://bibliotekanauki.pl/articles/955863.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    video
    reading instruction
    Opis:
    Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
    Źródło:
    Teaching English with Technology; 2015, 15, 4; 44-51
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE INTEGRATION OF A COMPUTER-BASED EARLY READING PROGRAM TO INCREASE ENGLISH LANGUAGE LEARNERS’ LITERACY SKILLS
    Autorzy:
    James, Laurie
    Powiązania:
    https://bibliotekanauki.pl/articles/955740.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    achievement gap
    computer emphasized reading program
    English language learner
    grade level expectations
    proficient
    oral reading fluency
    traditional reading program
    Opis:
    The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations (GLEs) in reading were enrolled into the computer emphasized reading program. An Analysis of Variance design determined if the students improved reading fluency as measured by the Victory 1000 Oral Reading Fluency test. The findings revealed a correlation between the students who used the Waterford Early Reading Program and reading achievement scores of the students enrolled in the traditional reading program.
    Źródło:
    Teaching English with Technology; 2014, 14, 1; 9-22
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A BLENDED LEARNING MODEL FOR TEACHING READING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Karkour, Islam
    Powiązania:
    https://bibliotekanauki.pl/articles/569444.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    blended learning
    teaching reading
    Opis:
    The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.
    Źródło:
    Teaching English with Technology; 2014, 14, 4; 17-32
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    READING EFFICIENCY IN BLENDED LEARNING CONTEXT
    Autorzy:
    Szymańska, Aleksandra
    Kaczmarek, Alicja Wujec
    Powiązania:
    https://bibliotekanauki.pl/articles/955911.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    blended learning
    reading efficiency
    Opis:
    This article describes the experiment investigating the issue of reading efficiency in blended learning context. The study aimed to find out whether reading efficiency is higher when reading from a printed material or from a computer screen and if the effectiveness of reading depends on the attitude towards a text presentation format. The research aimed to inform the teachers that the blended component introduced into the learning English not only does not impede the learning process but improves it by influencing the attitude. The effectiveness of reading was measured in the terms of recall and comprehension of the texts presented in two different modes. The findings show that there is no significant difference as far as recall results are concerned when two delivery modes are applied though the experiment participants obtain higher comprehension results while they deal with electronic texts. The attitude study showed that the participants seemingly born as digital natives prefer reading from a printed material to reading from a computer screen.
    Źródło:
    Teaching English with Technology; 2011, 11, 2; 29-42
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A PILOT STUDY ON THE POTENTIAL USE OF TOMATIS METHOD TO IMPROVE L2 READING FLUENCY
    Autorzy:
    Chou, Peter Tze-Ming
    Powiązania:
    https://bibliotekanauki.pl/articles/941296.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Tomatis method
    reading
    fluency
    Opis:
    This was a pilot study that used the Tomatis Method to see the effects it had on L2 reading fluency in a group of Taiwanese learners. Eight volunteers participated in this study undertaking 40-hours of before-and-after-experimental treatments. The results from the analysis showed that the participants had significant improvements in the areas of fluency, tone, stress, and intelligibility. However, there was not a significant improvement in pronunciation. This study concludes that the Tomatis Method seemed to help participants improve their reading fluency as well as increase the levels of confidence and motivation when learning the target language.
    Źródło:
    Teaching English with Technology; 2012, 12, 1; 20-37
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BRINGING TTS SOFTWARE INTO THE CLASSROOM: THE EFFECT OF USING TEXT TO SPEECH SOFTWARE IN TEACHING READING FEATURES
    Autorzy:
    Meihami, Hussein
    Husseini, Fateme
    Powiązania:
    https://bibliotekanauki.pl/articles/955750.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Computer-Assisted Language Learning
    reading fluency
    speech-to-talk software
    teaching reading
    text-to-speech
    Opis:
    The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in particular, different aspects of reading fluency. In this study we investigated teaching and learning of word stress, word intonation, pitch contour, and fluency of English reading through TTS. It should be stated that comprehension had been a part of the program but wasn’t investigated in the study. The study indicated that word stress, word intonation, pitch contour, and fluency have significantly improved as a result of using TTS software.
    Źródło:
    Teaching English with Technology; 2014, 14, 1; 23-34
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
    Autorzy:
    Bataineh, Ruba Fahmi
    Mayyas, Mais Barjas
    Powiązania:
    https://bibliotekanauki.pl/articles/955650.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    EFL
    grammar instruction
    Moodle
    reading comprehension
    Opis:
    This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
    Źródło:
    Teaching English with Technology; 2017, 17, 3; 35-49
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    COMPUTER FAMILIARITY AND TEST PERFORMANCE ON A COMPUTER-BASED CLOZE ESL READING ASSESSMENT
    Autorzy:
    Odo, Dennis Murphy
    Powiązania:
    https://bibliotekanauki.pl/articles/941203.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    assessment
    testing reading
    computer-assisted testing
    Opis:
    Researchers have raised questions regarding the connection between learner familiarity with computers and performance on computerized tests virtually since interest arose in studying the applicability of computers for assessment purposes. However, despite this longstanding attention, at present, there has been a surprising lack of research that explores the connection between computer familiarity and performance on computerized tests that fall outside of the traditional multiple-choice discrete-point tests that have historically predominated in the fielf of testing and assessment. The current study aims to address this gap in previous research by examining the relationship between computer familiarity and computer-based test performance on a computer-based test of second language reading that is integrative rather than discrete-point. The study investigated the online reading ability of ESL students from one secondary school in a large city in western Canada (61 females and 59 males in the sample, ages 13-19, M=15.73). The students responded to a questionnaire about their computer familiarity and then completed an online multiple-choice cloze test. Contrary to other most other findings based on discrete-point tests, the results revealed that the familiarity variables do account for a small but significant amount of the variability in the computer-based test scores.
    Źródło:
    Teaching English with Technology; 2012, 12, 3; 18-35
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE ROLE OF VOCABULARY E-LEARNING: COMPARING THE EFFECT OF READING SKILL TRAINING WITH AND WITHOUT VOCABULARY HOMEWORK
    Autorzy:
    Mustafa, Faisal
    Najla Assiry, Syarifah
    Bustari, Ahmad
    Ayu Nuryasmin, Ridha
    Powiązania:
    https://bibliotekanauki.pl/articles/955948.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    online vocabulary homework
    blended learning
    reading skill training
    Opis:
    Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seen as a way to improve reading comprehension. This study utilized an online learning platform to deliver vocabulary homework to students learning reading skills in the classroom and compare their scores with students given paper-based homework and those who did not receive any homework. The objective of the research was to determine the differences in reading achievement between students who were given either paper-based vocabulary homework or online vocabulary homework, in addition to classroom face-to-face interaction (experimental groups) and those who only participated in face-to-face interaction in the classroom (control group). Two experimental groups were instructed to complete vocabulary homework outside of the classroom. The selected vocabulary for homework consisted of 400 words common to the target academic texts. The data were collected by administering a reading comprehension pre-test and post-test, where five academic texts were used with approximately ten questions for each text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045 for the online vocabulary group, and 0.338 for the control group, which suggests that both experimental groups outperformed the control group in the post-test.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 21-43
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between reading strategy use and reading comprehension as mediated by reading rate: the case of eye movement training by rapid serial visual presentation (RSVP)
    Autorzy:
    Rahimi, Mehrak
    Babaei, Seyyed Abolfazl
    Powiązania:
    https://bibliotekanauki.pl/articles/2097444.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    RSVP
    eye movement
    reading
    rate
    comprehension
    cognitive strategy
    MALL
    Opis:
    The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for enhancing their reading speed via Reading Trainer Application for twelve consecutive weeks. Their entry-level of reading strategies awareness was assessed by the Metacognitive Awareness of Reading Strategies Inventory prior to and after the study. Their reading comprehension was assessed by International English System Test before and after the study. Their reading rate was also recorded prior to and after the study. Modelling the relationship between strategy use and reading comprehension as mediated by reading rate was tested prior to the study and the findings showed that the model was not statistically significant. The model was reassessed after the experiment and the results lent credence to the fact that eye training via RSVP for speed reading led to a mediating role for reading rate in the relationship between strategy use and reading comprehension. The results support the fact that reading rate is a contributory factor in understanding reading passages and integrating speed reading training using the-state-of-the-art technologies into reading instruction should be considered in EFL reading courses.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 94-111
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CHALLENGING EFL STUDENTS TO READ: DIGITAL READER RESPONSE TASKS TO FOSTER LEARNER AUTONOMY
    Autorzy:
    Pasaribu, Truly Almendo
    Powiązania:
    https://bibliotekanauki.pl/articles/955401.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital reader responses
    reading skills
    learner autonomy
    e-posters
    Opis:
    Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in Moodle forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a Moodle-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.
    Źródło:
    Teaching English with Technology; 2020, 20, 2; 21-41
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A COMPARISON OF THE EFFECT OF TEXTUAL, AUDIO AND TEXTUAL-PICTORIAL AND AUDIO–PICTORIAL ANNOTATIONS ON ENHANCING READING COMPREHENSION AMONG IRANIAN EFL LEARNERS
    Autorzy:
    Karbalaei, Alireza
    Zare, Amaneh
    Powiązania:
    https://bibliotekanauki.pl/articles/955805.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    textual annotation
    audio annotation
    textual-pictorial annotation
    audio-pictorial annotation
    reading comprehension
    Opis:
    This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way.
    Źródło:
    Teaching English with Technology; 2019, 19, 3; 40-67
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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