The document summarizes a study that investigated the reading strategies used by low-proficiency English language learners when reading paper-based documents versus hypertext documents. The study found that some strategies were used for both, such as translating and using reference materials. However, new strategies emerged for hypertext reading, including using tables, monitoring lack of understanding, and setting goals for skimming. The study concluded that while some strategies transfer between paper and digital reading, the medium also influences learners to adopt new strategies.
This study examined the effects of memory strategy training on vocabulary development of Austrian secondary school students. The study found that:
1) Memory strategies helped intermediate EFL learners develop vocabulary.
2) There was a significant difference between treatment styles in terms of scores on post-training and long-term retention tests, with memory strategy training leading to better retention.
3) Memory strategies help students integrate new vocabulary and recall it more easily later.
This study examined the effects of memory strategy training on vocabulary development of Austrian secondary school students. The study found that:
1) Memory strategies helped intermediate EFL learners develop vocabulary.
2) There was a significant difference between treatment styles in terms of scores on post-training and long-term retention tests, with memory strategy training leading to better retention.
3) Memory strategies help students integrate new vocabulary and recall it more easily later.
This document summarizes a study that examined the effects of extensive reading and output tasks on receptive and productive vocabulary growth. The study found that an extensive reading group showed significant gains in their controlled productive vocabulary compared to a reading group. However, both groups made similar gains in receptive vocabulary. The results suggest that extensive reading alone may not improve productive vocabulary without additional output tasks to reinforce new words.
This study examined the vocabulary learning strategies used by 10 ESL students at University Putra Malaysia through interviews. The students commonly used determination strategies like guessing from context, cognitive strategies such as learning new words through reading, and social strategies like practicing with friends. They frequently used dictionaries and English media. While students used strategies with medium frequency, they were not aware of all potential strategies and only shared problems with others as a last resort. The study provided insight into students' strategy use and could increase awareness of effective vocabulary learning.
This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.
This document summarizes sections of a development portfolio, including:
1. A current project involving legacy system modernization and a new user interface.
2. An aerospace section covering aircraft maintenance processes, surveys, calibration, treatments, and NDT applications.
3. Examples of applications developed for fast tracking processes like order intake, material replenishment, and subcontract order processing.
This study examined the effects of memory strategy training on vocabulary development of Austrian secondary school students. The study found that:
1) Memory strategies helped intermediate EFL learners develop vocabulary.
2) There was a significant difference between treatment styles in terms of scores on post-training and long-term retention tests, with memory strategy training leading to better retention.
3) Memory strategies help students integrate new vocabulary and recall it more easily later.
This study examined the effects of memory strategy training on vocabulary development of Austrian secondary school students. The study found that:
1) Memory strategies helped intermediate EFL learners develop vocabulary.
2) There was a significant difference between treatment styles in terms of scores on post-training and long-term retention tests, with memory strategy training leading to better retention.
3) Memory strategies help students integrate new vocabulary and recall it more easily later.
This document summarizes a study that examined the effects of extensive reading and output tasks on receptive and productive vocabulary growth. The study found that an extensive reading group showed significant gains in their controlled productive vocabulary compared to a reading group. However, both groups made similar gains in receptive vocabulary. The results suggest that extensive reading alone may not improve productive vocabulary without additional output tasks to reinforce new words.
This study examined the vocabulary learning strategies used by 10 ESL students at University Putra Malaysia through interviews. The students commonly used determination strategies like guessing from context, cognitive strategies such as learning new words through reading, and social strategies like practicing with friends. They frequently used dictionaries and English media. While students used strategies with medium frequency, they were not aware of all potential strategies and only shared problems with others as a last resort. The study provided insight into students' strategy use and could increase awareness of effective vocabulary learning.
This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.
This document summarizes sections of a development portfolio, including:
1. A current project involving legacy system modernization and a new user interface.
2. An aerospace section covering aircraft maintenance processes, surveys, calibration, treatments, and NDT applications.
3. Examples of applications developed for fast tracking processes like order intake, material replenishment, and subcontract order processing.
This document presents Sabrina Wu's final proposal for a study on how learning motivation and reading strategies influence senior high EFL students' vocabulary learning through extensive reading. The proposal includes an introduction outlining the background, purpose and research questions of the study. It then reviews literature on definitions of reading, classifications of reading strategies, differences between effective and ineffective readers, and the impact of reading instruction. The methodology section states that about 180 senior high students majoring in Applied Foreign Language in Chunghwa will participate. Participants will complete a questionnaire, think-aloud protocol, and language test after reading an article. The top 5 and bottom 5 students will be interviewed to understand their strategies and motivation.
This document summarizes a study that examined the effects of extensive reading and output tasks on receptive and productive vocabulary development. The study found that extensive reading alone did not significantly improve productive vocabulary, but when combined with output tasks it led to greater gains in controlled productive vocabulary compared to a reading-only group. Free productive vocabulary increased for both groups, with no significant difference between the extensive reading group and the reading group. The conclusion is that extensive reading needs to be supplemented with output tasks to effectively boost productive vocabulary knowledge.
Inflation refers to a sustained increase in the general price level of goods and services in an economy. It results from an imbalance between the supply and demand for money. When there is too much money supply, prices rise as each currency unit buys fewer goods. This leads to a reduction in purchasing power. Deflation is the opposite of inflation, where the general price level declines. Hyperinflation refers to an extreme case where prices increase rapidly in a short period of time, potentially causing an economic breakdown. Stagflation is when high unemployment and economic stagnation occur alongside inflation.
Sabrina Wu defended her dissertation titled "Final defense" on January 7, 2013 in front of Dr. Teresa Hsu. The dissertation examined how learning motivation and reading strategies influence senior high EFL students' vocabulary learning through extensive reading. It involved administering questionnaires and think-aloud protocols to approximately 180 senior high students majoring in applied foreign language in Chunghwa. The results were analyzed to understand which motivations and strategies were most effective for vocabulary learning.
This document summarizes a study that investigated the influence of suffix word strategy and short-term memory on vocabulary learning speed. The study involved 60 sophomore students learning English vocabulary through a suffix word handout. Participants completed a 20-item test of vocabulary from the handout and a questionnaire measuring their experience with suffix strategies and short-term memory. The literature review discussed prior research showing the importance of vocabulary and learning strategies for language acquisition. It also defined key terms like suffix words and short-term memory. The methodology section described the participants, instrument using the handout and questionnaire, and procedures of the study.
The document summarizes a study that examined the impact of imagery strategy on EFL learners' vocabulary learning compared to direct translation. 80 intermediate English learners were divided into an experimental group that used imagery strategy and a control group that used direct translation. Both groups learned from the same book over 16 weeks. Results showed no significant difference between the groups' pre-test scores, but the experimental group performed better on the post-test, indicating imagery strategy had a significant positive impact on vocabulary learning. The reflection proposes a future study comparing suffix word strategy to traditional strategy with 120 participants divided between two equal groups.
- Arthur Conan Doyle published the Sherlock Holmes story "The Speckled Band" in the Strand Magazine from 1892-1927
- The story follows Holmes and Watson as they investigate the mysterious death of Helen Stoner's twin sister
- Though warned off by her violent stepfather, Holmes uses his analytical abilities to discover that the sister's death was caused by a snake that her stepfather had employed
This document summarizes a study on the relationship between extroversion-introversion personality types and English proficiency among English major students in Taiwan. The study aims to investigate whether extroverts perform better on TOEIC tests than introverts and whether they use different language learning strategies. It reviews literature on personality types, extroversion vs introversion, their relationship to language proficiency and strategy use. The methodology section describes a quantitative study collecting data through questionnaires measuring personality, English skills, and strategy use administered to English majors of varying years. The results will analyze the relationships among personality, strategies, and proficiency.
Proposal ini menawarkan layanan air minum olahan menggunakan teknologi reverse osmosis dari perusahaan Airola. Teknologi ini dapat mengubah air yang tidak layak menjadi air minum berkualitas dengan TDS rendah dan bebas dari zat berbahaya. Perusahaan ini menawarkan berbagai paket kemasan air serta program voucher untuk memudahkan pelanggan.
This document presents Sabrina Wu's final proposal for a study on how learning motivation and reading strategies influence senior high EFL students' vocabulary learning through extensive reading. The proposal includes an introduction outlining the background, purpose and research questions of the study. It then reviews literature on definitions of reading, classifications of reading strategies, differences between effective and ineffective readers, and the impact of reading instruction. The methodology section states that about 180 senior high students majoring in Applied Foreign Language in Chunghwa will participate. Participants will complete a questionnaire, think-aloud protocol, and language test after reading an article. The top 5 and bottom 5 students will be interviewed to understand their strategies and motivation.
This document summarizes a study that examined the effects of extensive reading and output tasks on receptive and productive vocabulary development. The study found that extensive reading alone did not significantly improve productive vocabulary, but when combined with output tasks it led to greater gains in controlled productive vocabulary compared to a reading-only group. Free productive vocabulary increased for both groups, with no significant difference between the extensive reading group and the reading group. The conclusion is that extensive reading needs to be supplemented with output tasks to effectively boost productive vocabulary knowledge.
Inflation refers to a sustained increase in the general price level of goods and services in an economy. It results from an imbalance between the supply and demand for money. When there is too much money supply, prices rise as each currency unit buys fewer goods. This leads to a reduction in purchasing power. Deflation is the opposite of inflation, where the general price level declines. Hyperinflation refers to an extreme case where prices increase rapidly in a short period of time, potentially causing an economic breakdown. Stagflation is when high unemployment and economic stagnation occur alongside inflation.
Sabrina Wu defended her dissertation titled "Final defense" on January 7, 2013 in front of Dr. Teresa Hsu. The dissertation examined how learning motivation and reading strategies influence senior high EFL students' vocabulary learning through extensive reading. It involved administering questionnaires and think-aloud protocols to approximately 180 senior high students majoring in applied foreign language in Chunghwa. The results were analyzed to understand which motivations and strategies were most effective for vocabulary learning.
This document summarizes a study that investigated the influence of suffix word strategy and short-term memory on vocabulary learning speed. The study involved 60 sophomore students learning English vocabulary through a suffix word handout. Participants completed a 20-item test of vocabulary from the handout and a questionnaire measuring their experience with suffix strategies and short-term memory. The literature review discussed prior research showing the importance of vocabulary and learning strategies for language acquisition. It also defined key terms like suffix words and short-term memory. The methodology section described the participants, instrument using the handout and questionnaire, and procedures of the study.
The document summarizes a study that examined the impact of imagery strategy on EFL learners' vocabulary learning compared to direct translation. 80 intermediate English learners were divided into an experimental group that used imagery strategy and a control group that used direct translation. Both groups learned from the same book over 16 weeks. Results showed no significant difference between the groups' pre-test scores, but the experimental group performed better on the post-test, indicating imagery strategy had a significant positive impact on vocabulary learning. The reflection proposes a future study comparing suffix word strategy to traditional strategy with 120 participants divided between two equal groups.
- Arthur Conan Doyle published the Sherlock Holmes story "The Speckled Band" in the Strand Magazine from 1892-1927
- The story follows Holmes and Watson as they investigate the mysterious death of Helen Stoner's twin sister
- Though warned off by her violent stepfather, Holmes uses his analytical abilities to discover that the sister's death was caused by a snake that her stepfather had employed
This document summarizes a study on the relationship between extroversion-introversion personality types and English proficiency among English major students in Taiwan. The study aims to investigate whether extroverts perform better on TOEIC tests than introverts and whether they use different language learning strategies. It reviews literature on personality types, extroversion vs introversion, their relationship to language proficiency and strategy use. The methodology section describes a quantitative study collecting data through questionnaires measuring personality, English skills, and strategy use administered to English majors of varying years. The results will analyze the relationships among personality, strategies, and proficiency.
Proposal ini menawarkan layanan air minum olahan menggunakan teknologi reverse osmosis dari perusahaan Airola. Teknologi ini dapat mengubah air yang tidak layak menjadi air minum berkualitas dengan TDS rendah dan bebas dari zat berbahaya. Perusahaan ini menawarkan berbagai paket kemasan air serta program voucher untuk memudahkan pelanggan.
4. Introduction
Background
Although reading literature has conducted many
studies about effective reading strategies, few studies
have been carried out on second language online
reading strategies.
4
5. Introduction
Hypertext means…
It can be stored, searched, or edited.
It contains connections within the text to other documents
or locations.
It allows for non-sequencing.
Strategies means…
Conscious decision taken by the reader.
5
6. Introduction
Cognitive strategies Meta-cognitive strategies
the strategies that function to monitor or
mental processes directly concerned with regulate cognitive strategies
the processing information
note taking, summarizing, paraphrasing, thinking about the learning process,
predicting, analyzing and using context clues planning for learning, monitoring of
comprehension while it is taking place
6
7. Introduction
The purpose of the study
The aim of study is to investigate meta-cognitive
reading strategies used by low-proficient EFL learners
while reading paper-based documents and hypertext
documents for general comprehension
7
8. Research Question1
What meta-cognitive strategies used in
paper-based document are also
employed by low-proficient EFL
learners in reading a hypertext
document for general comprehension?
8
9. Research Question2
Do low-proficient EFL learners use new
strategies in reading a hypertext
document for general comprehension?
9
10. Literature Review 1
These studies demonstrate that successful
readers show a higher degree of
meta-cognitive awareness, which enables
them to use reading strategies more
efficiently than unsuccessful readers.
(Zang & Wu,2009)
10
20
11. Literature Review 2
Found that processing strategies used
in
hypermedia reading were not
essentially different from those seen for
paper-based text.
(Akyel & Ercetin, 2009)
11
14. Methodology
Survey of Reading Strategies
Global reading strategies
Intentional and carefully planned technique by
learner monitor/manage their reading
14
15. Methodology
Survey of Reading Strategies
Support strategies
Basic support mechanisms intended to aid the reader
in comprehending the text
15
16. Methodology
Survey of Reading Strategies (SORS)
Problem-solving strategies
Localized and focused technique used when problems
develop in understanding textual information
16
17. Methodology
Online Survey of Reading Strategies (OSORS)
Totally including 38 items on this questionnaire.
Global reading strategies 18 items
Problem-solving strategies 11 items
Support strategies 9 items
17
19. Results
Q: What meta-cognitive strategies used in paper-based document are also employed by
low-proficient EFL learners in reading a hypertext document for general
comprehension?
Table1: Frequency of Paper-based reading strategies Used the Most and the Least
Strategies Mean. SD
SUP 4.09 1.07
PROB 4.03 0.92
PROB 3.94 0.97
SUP 3.88 1.22
PROB 3.84 1.06
PROB 3.72 1.07
GLOB 3.72 1.12
GLOB 3.72 1.07
PROB 3.72 0.94
GLOB 3.66 1.08
GLOB 3.66 1.08
PROB 3.63 0.93
GLOB 3.53 1.12
19
24. Results
Three level of usage are identified:
High 3.5 scores/ higher
Moderate from 2.5 to 3.49 scores
Low 2.49 scores/ lower
23
25. Results
Q: Do low-proficient EFL learners use new strategies
in reading a hypertext document for general comprehension?
Paper-Based Reading Strategies
Top five paper-based reading strategies
1. When reading, I translate from English into my native language.
(support)
2. I try to get back on track when I lose concentration. (problem solving)
3. When text becomes difficult, I reread it to increase my understanding.
(problem solving)
4. I use reference materials to help me understand what I read. (support)
5. When text becomes difficult, I pay closer attention to what I am reading.
(problem solving)
24
26. Results
Paper-Based Reading Strategies
Bottom five paper-based reading strategies
1. When reading, I think about information in both English and my
mother tongue. (support)
2. I ask myself questions I like to have answered in the text.
(support)
3. I paraphrase to better understand what I read. (support)
4. I critically analyze and evaluate the information presented in the text.
(global)
5. When text becomes difficult, I read aloud to help me understand what I
read. (support)
25
27. Results
Hypertext Reading Strategies
Top five hypertext reading strategies
1. I use reference materials to help me understand what I read. (support)
2. I read slowly and carefully to make sure I understand what I am reading
online. (problem solving)
3. I have a purpose in mind when I read online. (global)
4. When reading online, I translate from English into my native language.
(support)
5. I use tables, figures, and pictures in the online text to increase my
understanding. (global)
26
28. Results
Hypertext Reading Strategies
Bottom five hypertext reading strategies
1. When text becomes difficult, I read aloud to help me understand what I
read. (support)
2. I print out a hardcopy of the online text then underline or circle
information to help me remember it. (support)
3. I participate in live chat with other learners of English. (global)
4. I participate in live chat with native speakers of English. (global)
5. I use typographical features like bold face and italics to identify key
information. (global)
27
29. Results
Think aloud protocol
Similar results supports to the quantitative analysis of the OSORS
survey.
Similar parts
Translating from English to Turkish.
“Sharks means “kopekbaligi” in Turkish, doesn’t it?”
Using reference materials, such as dictionary
“I do not know what ‘prey’ means. I would like to look it up in a
dictionary.”
28
30. Results
Different parts
Using background knowledge.
“We read something about sharks in our reading class
before.”
Monitoring of not understanding.
“I am not familiar with these words. How will I
understand this text without knowing the meaning of the
words.”
29
32. Conclusion
Some of the meta-cognitive reading
strategies observed in hypertext reading are
similar to those used in paper-based
reading.
Using reference materials Translating from English to
Turkish
31
33. Conclusion
Few emerging strategies are not used in the
paper-based reading but it used in the
hypertext documents.
Using tables Monitoring of not
understanding
Using background Goal setting for skimming
knowledge
32
34. Reflection
Different level, using different teaching
materials, students also use different
learning strategies as they feel
comfortable.
33