1) The document describes a strategic reading instruction component of an English course offered within a technology-enhanced learning environment at Potchefstroom University.
2) The component included printed study guides, in-person sessions, and an online learning platform. It aimed to explicitly teach students reading comprehension strategies and improve their reading ability.
3) Results showed that students who received the strategic reading instruction scored statistically and practically significantly higher on reading comprehension tests compared to the control group, including both successful students and those considered at risk.
Effects of cornell, verbatim and outline note taking strategies on students’ ...Alexander Decker
This study investigated the effects of three note-taking strategies (Cornell, verbatim, outline) and note review on students' retrieval of lecture information in Nigeria. 160 students were randomly assigned to experimental groups that used each note-taking strategy or a control group. Students who took Cornell notes scored highest on retrieval tests. Cornell note-taking was found to be more effective than verbatim or outline notes. Students who reviewed their notes also scored higher than those who did not review, showing that note review enhances retrieval. The most effective approach for retrieval was found to be taking Cornell notes and reviewing them.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
The use of the internet in higher educationNorshim Hashim
The document discusses academics' experiences using information and communication technologies (ICTs) for teaching and learning. It analyzes focus group discussions with academics from higher education institutions in three disciplines: English, law, and nursing/midwifery.
The main findings were:
1) The most common ICT use across disciplines was providing online resources to students, though law academics were also interested in simulations for practical skills.
2) Academics' primary motivation for using ICTs was to enhance students' educational experience, though some enjoyed the creative process. ICTs also helped address issues like rising student numbers and more flexible/online learning demands.
3) The main difficulty academics faced was a lack
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This document provides a review of recent trends in second language syllabus design and curriculum development. It begins with definitions of key terms like syllabus and curriculum. It then describes six major types of syllabi: product-oriented vs process-oriented, analytic vs synthetic, Type A vs Type B, and provides examples. The rest of the document discusses five prominent syllabus approaches in detail: structural/formal syllabus, situational syllabus, notional-functional syllabus, task-based syllabus, and content-based syllabus. For each approach, it provides the underlying theory, rationale, merits and drawbacks. The review aims to offer a descriptive and critical interpretation of existing second language syllabuses.
The document discusses a study that compares the attitudes of English language teachers and mathematics teachers towards computer technology in teaching. The study found:
1) There was a significant difference between the attitudes of English and mathematics teachers, with mathematics teachers having a more positive attitude on average.
2) English teachers were less interested in using computer technology in their classes compared to mathematics teachers, who showed more interest in using computers.
3) Several factors can influence a teacher's attitude, such as their culture, environment, and access to resources.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
Effects of cornell, verbatim and outline note taking strategies on students’ ...Alexander Decker
This study investigated the effects of three note-taking strategies (Cornell, verbatim, outline) and note review on students' retrieval of lecture information in Nigeria. 160 students were randomly assigned to experimental groups that used each note-taking strategy or a control group. Students who took Cornell notes scored highest on retrieval tests. Cornell note-taking was found to be more effective than verbatim or outline notes. Students who reviewed their notes also scored higher than those who did not review, showing that note review enhances retrieval. The most effective approach for retrieval was found to be taking Cornell notes and reviewing them.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
The use of the internet in higher educationNorshim Hashim
The document discusses academics' experiences using information and communication technologies (ICTs) for teaching and learning. It analyzes focus group discussions with academics from higher education institutions in three disciplines: English, law, and nursing/midwifery.
The main findings were:
1) The most common ICT use across disciplines was providing online resources to students, though law academics were also interested in simulations for practical skills.
2) Academics' primary motivation for using ICTs was to enhance students' educational experience, though some enjoyed the creative process. ICTs also helped address issues like rising student numbers and more flexible/online learning demands.
3) The main difficulty academics faced was a lack
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This document provides a review of recent trends in second language syllabus design and curriculum development. It begins with definitions of key terms like syllabus and curriculum. It then describes six major types of syllabi: product-oriented vs process-oriented, analytic vs synthetic, Type A vs Type B, and provides examples. The rest of the document discusses five prominent syllabus approaches in detail: structural/formal syllabus, situational syllabus, notional-functional syllabus, task-based syllabus, and content-based syllabus. For each approach, it provides the underlying theory, rationale, merits and drawbacks. The review aims to offer a descriptive and critical interpretation of existing second language syllabuses.
The document discusses a study that compares the attitudes of English language teachers and mathematics teachers towards computer technology in teaching. The study found:
1) There was a significant difference between the attitudes of English and mathematics teachers, with mathematics teachers having a more positive attitude on average.
2) English teachers were less interested in using computer technology in their classes compared to mathematics teachers, who showed more interest in using computers.
3) Several factors can influence a teacher's attitude, such as their culture, environment, and access to resources.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
This document proposes a grant to fund the use of ArtSite, an iPad and computer application, in an elementary school art classroom. ArtSite allows students to curate virtual galleries of artworks from museum collections around the world. The goals are to improve student mastery of art objectives and engage them in 21st century skills like creativity and collaboration. Specifically, the proposal aims to have 80% of 5th grade students meet benchmarks in 4 out of 5 visual art strands by the end of the school year through using ArtSite. The application aligns with technology standards and supports meaningful learning by facilitating self-directed study of art history and critical thinking.
Article review - dr johan 1st assignmentAziz Ahmad
This article summarizes a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at primary schools in Malaysia. The study found that using educational technology media like computers and multimedia software increased students' test scores and engagement with Jawi material compared to traditional teaching methods. Specifically, students' test scores on Jawi education increased from 5% to 95% after experiencing the new media-aided teaching methods. However, the author notes that the study had a small sample size of 52 students and was conducted only in one school, so more extensive research is needed to generalize the findings.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This document discusses the meaning, scope, and objectives of educational technology. It defines educational technology as the use of physical hardware, software, and educational theory to facilitate learning and improve performance. The scope of educational technology is as broad as education itself and includes areas like educational administration, testing, and instructional processes. The objectives of educational technology are to help identify educational needs, determine curriculum and strategies, develop teaching aids and models, and evaluate the effectiveness of teaching and learning.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...Angcharin Thongpan
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
Educational technology refers to the use of technology in education to improve learning outcomes and performance, with the main objectives being to identify students' needs, determine appropriate learning content and methods, and evaluate effectiveness. It has a wide scope that includes educational administration, testing, and instructional processes like selecting learning media and strategies, and exploring ways to improve the learning system based on evaluations. The goal is to apply scientific knowledge about learning to practical situations and develop systems, techniques, and aids to enhance the learning process.
Needs Analysis of Communication Tasks for English-Major Students at Roi-et Ra...Angcharin Thongpan
The document summarizes the findings of a needs analysis study conducted with 121 English major students at Roi-et Rajabhat University in Thailand. The study aimed to investigate students' needs for communication tasks and problems with English skills. The key findings were:
1) Students reported the highest need for speaking skills, followed by reading, writing, and listening.
2) The most needed communication tasks were role-play, jigsaw, spot the difference, opinion exchange, problem solving, and sharing personal experiences.
3) Students expressed the greatest difficulty with writing skills.
4) Students most wanted speaking practice in their English for Communication course.
The results provide guidance for curriculum development and material
The effect of some variables on the external reading problemsAlexander Decker
This study aimed to examine the external reading problems facing students in secondary and upper basic stages in Arabic schools in southern Al-Mazar District, Jordan. The researcher surveyed 100 students using a 23-item questionnaire. The study found significant differences in external reading problems based on gender, family size, and income level. It recommends guiding students to make better use of external readings like books and technology to supplement their education and develop skills like research, analysis and evaluation. External readings are important for enriching the curriculum and preparing students for an era of rapid knowledge growth.
Lucky last chance: A study skills pilot program created for ‘excluded’ ESL/EF...The Free School
This curriculum document creates an English for Academic Purposes (EAP) study course for
at-risk post-secondary education students. This project is designed for those who speak
English as a Second Language. These students are disproportionately represented among
current at-risk university students in Australia. Furthermore, difficulties that they encounter
when they study using the English language are a core factor that underpins most of these
students’ non-completion rates (Paton 2007; Harris, 2013). This course is customised to take
into account the unique needs of this student population demographic.
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document factors that demotivate college students at the University of Eastern Philippines from learning English as a second language. A survey of 552 students found that they were much demotivated by internal factors like their attitude towards English and socialization, and demotivated by their English competency. Externally, students were much demotivated by teachers' behavior and competence, and the lack of classroom resources. They were also demotivated by the course content and class size/assessment. Overall, students were found to be much demotivated by both internal and external factors in learning English. The researchers proposed teaching strategies like cognitive, social and metacognitive approaches to address demotivation.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This article summarizes a case study of 21 middle schools that were given laptops for teachers and students along with instructional resources, professional development, and technical support to analyze the effects of technological "Immersion" on student learning opportunities and achievement. The study found that technology immersion increased independent work, technology use at home, a shift to more student-centered learning, and improvements in technology skills, student engagement, and academic achievement, preparing students for 21st century skills. While providing strong evidence for technology benefits, the critique notes that the study could have been improved by more emphasis on the role of experienced educators to lead technology-integrated instruction.
STRATEGIES IN TEACHING KEEPING BOOK KEEPING AND ACCOUNTINGvazhichal12
This document contains an online assignment submitted by Anoop A.V. to his instructor Mrs. Mary Jain. The assignment discusses strategies for teaching bookkeeping and accounting. It begins with an introduction to accounting and then discusses various instructional strategies and methods that can be used, including direct instruction methods like lecture and didactic questioning, indirect instruction like concept formation, and experiential learning methods like simulations. The document provides details on each method and how they can be effectively implemented.
Language learning strategy use and reading achievementmizzyatie14
This document discusses a study that investigated the relationship between language learning strategy use and reading achievement among 307 Iranian university students studying English. The students were divided into three groups based on their scores on an IELTS reading test - low, intermediate, and high ability. All students completed the reading test and a questionnaire assessing their use of different language learning strategies. The results showed that students with higher reading ability used strategies to facilitate reading processing more frequently compared to lower ability students, reflecting greater autonomy in language learning. Specifically, higher ability students used cognitive and metacognitive strategies more than lower ability students. The findings support the idea that appropriate use of language learning strategies can improve reading ability.
1) The study examined the effects of a strategic reading component delivered through an online learning environment on the reading comprehension and strategy use of first-year English language students.
2) Students in the experimental group who completed the online strategic reading component showed statistically and practically significant improvements on reading tests compared to the control group.
3) At-risk students in the experimental group significantly increased their reading scores and use of reading strategies.
This document proposes a grant to fund the use of ArtSite, an iPad and computer application, in an elementary school art classroom. ArtSite allows students to curate virtual galleries of artworks from museum collections around the world. The goals are to improve student mastery of art objectives and engage them in 21st century skills like creativity and collaboration. Specifically, the proposal aims to have 80% of 5th grade students meet benchmarks in 4 out of 5 visual art strands by the end of the school year through using ArtSite. The application aligns with technology standards and supports meaningful learning by facilitating self-directed study of art history and critical thinking.
Article review - dr johan 1st assignmentAziz Ahmad
This article summarizes a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at primary schools in Malaysia. The study found that using educational technology media like computers and multimedia software increased students' test scores and engagement with Jawi material compared to traditional teaching methods. Specifically, students' test scores on Jawi education increased from 5% to 95% after experiencing the new media-aided teaching methods. However, the author notes that the study had a small sample size of 52 students and was conducted only in one school, so more extensive research is needed to generalize the findings.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This document discusses the meaning, scope, and objectives of educational technology. It defines educational technology as the use of physical hardware, software, and educational theory to facilitate learning and improve performance. The scope of educational technology is as broad as education itself and includes areas like educational administration, testing, and instructional processes. The objectives of educational technology are to help identify educational needs, determine curriculum and strategies, develop teaching aids and models, and evaluate the effectiveness of teaching and learning.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...Angcharin Thongpan
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
Educational technology refers to the use of technology in education to improve learning outcomes and performance, with the main objectives being to identify students' needs, determine appropriate learning content and methods, and evaluate effectiveness. It has a wide scope that includes educational administration, testing, and instructional processes like selecting learning media and strategies, and exploring ways to improve the learning system based on evaluations. The goal is to apply scientific knowledge about learning to practical situations and develop systems, techniques, and aids to enhance the learning process.
Needs Analysis of Communication Tasks for English-Major Students at Roi-et Ra...Angcharin Thongpan
The document summarizes the findings of a needs analysis study conducted with 121 English major students at Roi-et Rajabhat University in Thailand. The study aimed to investigate students' needs for communication tasks and problems with English skills. The key findings were:
1) Students reported the highest need for speaking skills, followed by reading, writing, and listening.
2) The most needed communication tasks were role-play, jigsaw, spot the difference, opinion exchange, problem solving, and sharing personal experiences.
3) Students expressed the greatest difficulty with writing skills.
4) Students most wanted speaking practice in their English for Communication course.
The results provide guidance for curriculum development and material
The effect of some variables on the external reading problemsAlexander Decker
This study aimed to examine the external reading problems facing students in secondary and upper basic stages in Arabic schools in southern Al-Mazar District, Jordan. The researcher surveyed 100 students using a 23-item questionnaire. The study found significant differences in external reading problems based on gender, family size, and income level. It recommends guiding students to make better use of external readings like books and technology to supplement their education and develop skills like research, analysis and evaluation. External readings are important for enriching the curriculum and preparing students for an era of rapid knowledge growth.
Lucky last chance: A study skills pilot program created for ‘excluded’ ESL/EF...The Free School
This curriculum document creates an English for Academic Purposes (EAP) study course for
at-risk post-secondary education students. This project is designed for those who speak
English as a Second Language. These students are disproportionately represented among
current at-risk university students in Australia. Furthermore, difficulties that they encounter
when they study using the English language are a core factor that underpins most of these
students’ non-completion rates (Paton 2007; Harris, 2013). This course is customised to take
into account the unique needs of this student population demographic.
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document factors that demotivate college students at the University of Eastern Philippines from learning English as a second language. A survey of 552 students found that they were much demotivated by internal factors like their attitude towards English and socialization, and demotivated by their English competency. Externally, students were much demotivated by teachers' behavior and competence, and the lack of classroom resources. They were also demotivated by the course content and class size/assessment. Overall, students were found to be much demotivated by both internal and external factors in learning English. The researchers proposed teaching strategies like cognitive, social and metacognitive approaches to address demotivation.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This article summarizes a case study of 21 middle schools that were given laptops for teachers and students along with instructional resources, professional development, and technical support to analyze the effects of technological "Immersion" on student learning opportunities and achievement. The study found that technology immersion increased independent work, technology use at home, a shift to more student-centered learning, and improvements in technology skills, student engagement, and academic achievement, preparing students for 21st century skills. While providing strong evidence for technology benefits, the critique notes that the study could have been improved by more emphasis on the role of experienced educators to lead technology-integrated instruction.
STRATEGIES IN TEACHING KEEPING BOOK KEEPING AND ACCOUNTINGvazhichal12
This document contains an online assignment submitted by Anoop A.V. to his instructor Mrs. Mary Jain. The assignment discusses strategies for teaching bookkeeping and accounting. It begins with an introduction to accounting and then discusses various instructional strategies and methods that can be used, including direct instruction methods like lecture and didactic questioning, indirect instruction like concept formation, and experiential learning methods like simulations. The document provides details on each method and how they can be effectively implemented.
Language learning strategy use and reading achievementmizzyatie14
This document discusses a study that investigated the relationship between language learning strategy use and reading achievement among 307 Iranian university students studying English. The students were divided into three groups based on their scores on an IELTS reading test - low, intermediate, and high ability. All students completed the reading test and a questionnaire assessing their use of different language learning strategies. The results showed that students with higher reading ability used strategies to facilitate reading processing more frequently compared to lower ability students, reflecting greater autonomy in language learning. Specifically, higher ability students used cognitive and metacognitive strategies more than lower ability students. The findings support the idea that appropriate use of language learning strategies can improve reading ability.
1) The study examined the effects of a strategic reading component delivered through an online learning environment on the reading comprehension and strategy use of first-year English language students.
2) Students in the experimental group who completed the online strategic reading component showed statistically and practically significant improvements on reading tests compared to the control group.
3) At-risk students in the experimental group significantly increased their reading scores and use of reading strategies.
Vocabulary Learning Strategies of Kurdish LanguageAI Publications
This document discusses a research study investigating vocabulary learning strategies used by Kurdish language learners at University of Duhok in Kurdistan. The study aims to examine the relationship between memory, metacognitive, social, and cognitive learning strategies and vocabulary acquisition. The researcher conducted a literature review on language learning strategies, the role of vocabulary in language learning, and classifications of vocabulary learning strategies. The findings showed a positive relationship between the four strategy types (memory, metacognitive, social, cognitive) and effective vocabulary learning.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
The document discusses the effects of using a Communicative Language Teaching (CLT) approach for teaching grammar to English students in Vietnam. It finds that using CLT brings several benefits: it provides more opportunities for communication in class, helps students develop both grammatical competence and speaking skills, and increases student motivation and enjoyment of grammar lessons. A study was conducted with English major students where CLT methods were used for seven weeks of grammar instruction. Results from pre- and post-tests showed that both traditional and CLT approaches improved students' grammar knowledge, but student questionnaires indicated that CLT lessons were more engaging and better supported the development of communication abilities. Therefore, the study concludes that CLT is an effective approach for teaching grammar.
U.S. Approaches to Teacher Education in ICTanneleftwich
This document summarizes research on how pre-service teachers in the United States are prepared to integrate technology into their teaching. It finds that while technology courses are common, there is little evidence of their effectiveness and a disconnect between what is taught and what teachers actually use. The document outlines a large study funded by the US Department of Education that will examine teacher education programs and in-service teachers' technology use to identify best practices for preparing teachers.
Comparative and non-comparative evaluation in educational technologyathra29
The document summarizes two research studies on students' and educators' perceptions of educational technology and programming language learning. The first study examined perceptions of 110 students and 35 educators in Malaysia on different learning methods. It found that self-study through books was most popular but computer-based training was most interesting. The second study examined the relationship between learning styles and attitudes towards technology use among higher education students in the US. It found that students with a "converging" learning style had the most positive attitudes while "diverging" students had the lowest attitudes. Both studies used questionnaires but could be improved by providing more methodological details.
This document summarizes a research article about listening strategies used by undergraduate students in the Malaysian University English Test (MUET). The study investigated three listening strategies - predicting, inferring, and selective attention (PISA) - that 60 undergraduate students used when answering listening tasks in MUET. A quantitative approach was used involving a questionnaire. The findings showed that most students steadily adopted these three strategies in their listening skills. This suggests these strategies help increase basic listening skills and cognitive abilities, ultimately enhancing students' performance in the MUET listening section.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Success in distributed learning depends on faculty adoption and readiness. Faculty need assistance learning new technologies for distance education. Effective faculty development programs address both technology skills and pedagogical understanding. Faculty development can be provided through centralized or decentralized support models. Training should cover both tools and best practices, and involve peer learning, examples, and working with early adopters. Flexible scheduling and limiting early exposure to technologies are important lessons learned.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
The study examined students' perceptions of using the IMRaD (Introduction, Methods, Results, and Discussion) structure for research writing. Students completed a survey about how IMRaD impacted their learning process, writing, and performance. They reported that IMRaD helped structure their writing and improved their understanding. Survey results showed students strongly agreed IMRaD was an effective approach. Students who used IMRaD performed significantly better on research assignments than those using a traditional format. The approach provided benefits but also disadvantages for students' writing and learning. Overall, students found IMRaD a more convenient structure than traditional formats for research.
1) The document discusses scholarship of and for teaching and learning at the Open University. It outlines 5 types of scholarship and criteria for scholarship projects, including externality, peer review, usability, alignment with university strategy, and viability.
2) Key criteria for scholarship projects include being subject to peer review, having outcomes that are usable by others, and making a significant contribution to the Open University's mission as a world leader in online education.
3) The document provides guidance on developing external representation, peer review, evidence collection, dissemination of results, and ensuring scholarship alignment and viability.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
Ontology for Research in Distance, Open and Online LearningSanjaya Mishra
The document discusses research areas in distance, open and online learning (DOOL). It provides an overview of the evolution of research in this field from the 1950s to present. Several classifications and analyses of DOOL research topics and publications over time are summarized, showing increasing focus on technology applications, learner characteristics, instructional design, and management issues. Important current research areas identified include studying learner dropout rates and outcomes with different media/technologies, learner access and styles, faculty motivation and workload, and cost/economics of distance programs. The document emphasizes identifying a research problem and conducting work that builds on existing literature in a feasible, generalizable and scientific manner.
A Study On Strategy Instruction And EFL Learners Writing SkillMartha Brown
This document summarizes a study that investigated the effects of teaching the concept mapping learning strategy on EFL students' writing skills. Sixty Iranian students studying English at the intermediate level were divided into experimental and control groups. The experimental group received 12 weeks of instruction in using concept maps to organize ideas for writing, while the control group did not receive this instruction. Both groups completed writing assessments before and after the instruction. The results showed that the students who learned concept mapping scored higher on the post-instruction writing assessment than those who did not receive this strategy instruction, indicating that teaching learning strategies like concept mapping can improve EFL writing skills.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Similar to Teaching reading strategies and reading comprehension (20)
La propuesta plantea el desarrollo de una plataforma educativa llamada Kooala que promueva procesos de comprensión lectora. La plataforma permitiría a los estudiantes aplicar marcaciones textuales como resaltar, subrayar y hacer círculos, anotar el propósito de cada marcación y seleccionar actividades de refuerzo. Esto convertiría las marcaciones en estrategias cognitivas que favorecerían el aprendizaje. La plataforma también generaría informes estadísticos sobre el uso de
A metacognitive based instructional theory proposal into a writing protocol t...argemiro amaya buelvas
Abstract
This article derives from a qualitative multiple-case study carried out in the Licenciatura en Educación Básica con Énfasis en Humanidades-Ingles at University of Córdoba. The participants were a case group and a comparative group from the 6th-semester communication lecture. Both groups were selected according to some comparative criteria. A diagnostic test was performed, as well as a post-test reading comprehension test in English, and other introspective instruments were applied to analyze, compare and contrast the results of the literal paraphrasing subcategory in the pre-intervention and intervention phases. On one hand, in the exploratory phase, the results of the two groups were analyzed quantitatively through a multiple-choice format, as well as qualitatively through a writing protocol in which the students’ decisions based on choices were reported to avoid decisions at random. On the other hand, in the intervention phase, the multiple-choice format was not considered, but an open-ended question in which students are asked to construct the paraphrase. The intervention program was included in the Writing Protocol, consisting of an Instructional Theory based on three metacognitive questions applied to illustrate the reading comprehension processes. These three metacognitive questions were a procedural interpretation of Flavell’s proposal metacognitive knowledge, “Declarative component (What?); Procedural component (How?), and Conditional component (Why?)” (Italic added) (1979) cited in Noushad (2008, p. 8; 11).
Keywords: Literal paraphrasing sub-category, Instructional Theory, writing protocol, metacognitive knowledge, multiple-choice format, open-ended questions.
Abstract: This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language
Teaching Program at Universidad de Córdoba applied more often while reading.
Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in
order to evaluate their experience and opinion about the platform’s design.
Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform
and its design was significant when bringing up purpose-built learning actions.
Keywords: Reading Comprehension, Topic-Based Knowledge, Text-Based Knowledge, Purpose-Built Learning Actions, CALL (Computer-Assisted Language Learning).
The document discusses factors that affect the assessment of reading abilities, including the influence of text characteristics and background knowledge. It explores how text length, topic, and language can impact comprehension scores. Both short and long texts are discussed, noting that short texts may better measure some abilities while long texts are more suitable for academic assessment. The relationship between text content and test questions/required information is also covered, as well as how testing different skills, like linguistic knowledge versus comprehension, should inform test design.
This document discusses research into factors that affect the difficulty of reading tests and texts. It examines the role of grammar, vocabulary, and dictionaries in reading tests. Regarding grammar, it discusses the transfer hypothesis that limited linguistic proficiency can hinder the transfer of reading skills between languages. For vocabulary, it notes that vocabulary tests highly predict reading comprehension but may measure prior knowledge rather than just lexical knowledge. It also discusses arguments for and against allowing dictionary use during reading tests.
This document discusses factors that affect the assessment of reading. It addresses how reading comprehension involves multiple components that depend on the format of materials and how understanding is assessed. Two key factors discussed are isolating reading strategies and skills for testing purposes, and making the internal reading process more observable. The document proposes two protocols, writing down thoughts and speaking aloud, to help externalize the silent, internal process. It also examines question types like textually explicit, implicit and script-based questions.
This document discusses factors that affect the assessment of reading. It examines how the language of test questions, question types, testing of specific skills, role of grammar and vocabulary, and use of dictionaries can influence reading test difficulty. Text length and reader background knowledge are also discussed as factors that can affect the difficulty of reading test texts. The document references research on how readers' knowledge influences reading processes, products, and recall. It also includes brief reflections on quotes related to word recognition, comprehension, and the construction of meaning in the reading process.
This document discusses reading strategies and the reading process from a metacognitive perspective. It defines reading, explains that we read for pleasure or to find information, and distinguishes between reading skills and strategies. Skills are automatic while strategies are conscious and goal-directed. It also discusses metacognition, including that it involves knowledge and regulation of cognition. Finally, it provides a reference guide to common reading strategies like skimming and scanning and outlines how metacognition can improve reading comprehension.
This document discusses reading assessment and the factors that affect the difficulty of reading tests. It addresses how reading comprehension involves multiple components that depend on the format of the material and how understanding is demonstrated. Testing reading skills is complex as the process varies between readers and involves many interacting skills. Assessing reading is challenging as skills are not always clearly measured by tests. The document examines reader introspection methods like thinking aloud and writing down protocols to better understand how individual readers approach test questions.
This document discusses factors that affect the assessment of reading. It addresses how reading comprehension involves multiple components that depend on the format of materials and how understanding is assessed. Some key factors discussed are the language, type, and skills tested in questions. It also examines how background knowledge and text length can impact difficulty. The document explores how the reading process is internal and private, making strategies and skills difficult to isolate. However, it proposes that writing aloud and speaking protocols may help externalize some of the internal process for testing and research purposes.
This document discusses factors that affect the assessment of reading. It addresses how reading assessment is studied, including factors that influence the difficulty of reading test items and texts. Test items can be difficult if the language of the questions is harder to understand than the passage. Vocabulary difficulty and unknown words affect comprehension. Having questions in students' first language rather than the target language may reduce anxiety and feel more authentic. For populations with different first languages, questions are best simply worded in the target language.
This document discusses the theory of metacognition. It was introduced in the 1970s by John Flavell to refer to one's knowledge and cognition about their own cognitive processes, like thinking and learning. Metacognition involves thinking about and regulating one's own thinking. It has grown in importance for education as it can help students learn how to learn. The document reviews different definitions and historical understandings of metacognition from philosophers like Plato and Locke.
This document describes a study that evaluated the effectiveness of teaching reading strategies and comprehension within a technology-enhanced learning environment. The study provided strategic reading instruction to experimental students using printed guides, in-person sessions, and an online platform. Control students did not receive this instruction. Results indicated the experimental students performed statistically and practically significantly higher on reading tests than the control group. This was true for both successful and at-risk students. The study demonstrated that explicit strategic reading instruction within a technology-enhanced learning environment can improve reading comprehension.
This document discusses modeling reading strategies from a metacognitive perspective. It begins by defining key concepts like what reading is, why we read, the difference between skills and strategies, and the importance of metacognition. It then examines specific reading strategies like skimming, scanning, identifying main ideas and details. The document argues that explicitly teaching reading strategies from a metacognitive viewpoint is important because it helps students use strategies more effectively and efficiently.
Teaching reading strategies and reading comprehension
1. System 31 (2003) 349–365
www.elsevier.com/locate/system
Teaching reading strategies and reading
comprehension within a technology-enhanced
learning environment
Carisma Dreyer*, Charl Nel
Potchefstroom University for CHE, Faculty of Education Sciences, Graduate School of Education,
Private Bag X6001, Potchefstroom 2520, South Africa
Received 7 March 2003; received in revised form 2 June 2003; accepted 3 June 2003
Abstract
Research conducted in South Africa indicates that many South African students who register
for undergraduate study each year are under-prepared for university education and that many
of these students also have low levels of reading ability. This has an adverse effect on their chances
of academic success. In order to meet the reading needs of students in the 21st century, edu-
cators are pressed to develop effective instructional means for teaching reading comprehen-
sion and reading strategy use. This paper outlines the format and structure of a strategic
reading instruction component of an English for Professional Purposes course offered within
a technology-enhanced environment. The results indicated that students who received strategic
reading instruction in this environment received both statistically and practically significantly
higher marks on three reading comprehension measures than did the students in the control
group. This was true for successful students, as well as for those considered to be at risk.
Published by Elsevier Ltd.
Keywords: Reading; Strategies; Comprehension; Technology-enhanced; English Second Language; At-
risk learners; Online learning; Strategy instruction; Reading instruction
1. Introduction
One of the most serious problems in higher education, but one which is often not
recognized by either students or lecturers until some way into academic courses, is
the problem of reading, perhaps because reading per se is not assessed. However, the
results or outputs from reading are assessed.
* Corresponding author.
E-mail addresses: nsocd@puknet.puk.ac.za (C. Dreyer), smscn@puknet.puk.ac.za (C. Nel).
0346-251X/$ - see front matter Published by Elsevier Ltd.
doi:10.1016/S0346-251X(03)00047-2
2. 350 C. Dreyer, C. Nel / System 31 (2003) 349–365
Levine et al. (2000, p. 1) state: ‘‘The ability to read academic texts is considered
one of the most important skills that university students of English as a Second
Language (ESL) and English as a Foreign Language (EFL) need to acquire’’.
Reading comprehension has come to be the ‘‘essence of reading’’ (Durkin, 1993),
essential not only to academic learning in all subject areas but also to professional
success and, indeed to lifelong learning (Pritchard et al., 1999; Rings, 1994; Stry-
dom, 1997). However, many students enter higher education underprepared for the
reading demands that are placed upon them. When pressed to read, they often select
ineffective and inefficient strategies with little strategic intent (cf. Saumell et al.,
1999; Wade et al., 1990; Wood et al., 1998). Often this is due to their low level of
reading strategy knowledge and lack of metacognitive control (Dreyer, 1998; Stry-
dom, 1997; Van Wyk, 2001). Another reason might be their inexperience coming
from the limited task demands of high school and the fact that at the first-year level
at the Potchefstroom University 50% of the focus is still on knowledge reproduction.
This might not be so surprising when one considers that research conducted by
Durkin (1979) revealed that teachers actually devoted only 2% of the classroom
time designated for reading instruction to teaching students how to comprehend
what they read. Twenty years later, not much seems to have changed (cf. Pressley et al.,
1998). The situation in South Africa is not any different; in high school, reading com-
prehension instruction is limited to the assignment of a reading passage, accompanied
by a number of short or multiple-choice questions relating to the passage (personal
experience and observation). Even at the university level, it is often assumed that
students have the skills and strategies needed to successfully comprehend expository
text. Yet, there is little evidence to suggest that students at any level will acquire
these skills and strategies if they have not been explicitly taught (Carrell, 1998).
Instruction can be effective in providing students with a repertoire of strategies that
promote comprehension monitoring and foster comprehension. For students to become
motivated strategic strategy users, they need ‘‘systematically orchestrated instruction
or training’’ (Alexander, 1996, p. 90). In order to meet the reading needs of students
within the 21st century, educators are pressed to develop effective instructional
means for teaching reading comprehension and reading strategy use (Kasper, 2000a, b;
Singhal, 2001; Van Wyk, 2001). The purpose of this article is, therefore, to address
the following research questions: (a) What does the reading comprehension and
reading strategy use profile of first-year students at Potchefstroom University look
like? (b) Did the students in the experimental group who completed the strategic
reading component of the English for Professional Purposes course in a technology-
enhanced environment attain statistically and practically significantly higher mean
scores on their end-of-semester English, Communication and TOEFL reading com-
prehension tests, and did they differ significantly in terms of their reading strategy use?
2. Strategic reading instruction within a technology-enhanced environment
A number of South African institutions (e.g., Potchefstroom University for CHE,
Rand Afrikaans University, University of Pretoria and the University of South
3. C. Dreyer, C. Nel / System 31 (2003) 349–365 351
Africa) are using information and communication technologies (e.g., the internet)
for the first time as part of the teaching and learning process (cf. Dreyer, 2001;
Grobler and Henning, 2001; Jordaan, 2001; Heydenrych, 2001). A decision by the
Senate of the Potchefstroom University for CHE in 1998, namely that: ‘‘The PU for
CHE wants to offer, with flexible learning (which encompasses all learning environ-
ments), cost-effective and accessible higher educational programmes of high quality
in a learner-centred approach’’ and that ‘‘the judicious use of information technol-
ogy will play an important role in reaching this objective’’ (Volschenk, 2002) has
paved the way for the development of a number of courses offered within a tech-
nology-enhanced environment.
However, as Chun and Plass (2000, p. 152) point out, ‘‘the use of a networked envir-
onment for learning in general and for second language acquisition in particular raises
many questions regarding the design of these environments that differ from the tradi-
tional design of text-based and stand-alone systems’’. On the one hand, there are
numerous reasons in favour of integrating the Internet into a language curriculum (cf.
Chun and Plass, 2000, p. 161), and on the other hand, several arguments can be made
that ask for a more cautious approach when using the Internet (Brandl, 2002, p. 88).
Within the English for Professional Purposes course, offered at the Potchefstroom
University, the strategic reading instruction component consisted of the following: a
printed interactive study guide, contact sessions (face-to-face), and the technology-
enhanced feature, namely Varsite (i.e., a Learning Content Management System).
Varsite was designed and developed by computer specialists at Potchefstroom Uni-
versity. The aim of this format was to try to ensure that we accommodated the
learning style preferences of the majority of the students taking this course.
2.1. Interactive study guides
At Potchefstroom University printed interactive study guides are compulsory for
all full time courses on campus. The authors of the strategic reading study guide
tried to obtain a balance among three aspects: (1) the core information (i.e., the
content on strategic reading), (2) the tasks and activities for learners to actively
interact with the various sections of the module in order to develop the application
of knowledge and skills in terms of the outcomes, and (3) encouragement of learners
to manage their own learning (cf. Harden et al., 1999; Van der Merwe et al., 2002).
The major focus in the study guide was on explaining the main features of a parti-
cular strategy and explaining why that strategy should be learned (i.e., the potential
benefits of use). The benefit of use was linked to students’ reading profiles. In this
way, students could see the necessity of reading strategy use, as well as the link to
their reading comprehension ability. Appendix contains an outline of the content of
the study guide, as well as the outcomes formulated for the strategic reading com-
ponent. In the study guide, the following aspects formed a minor focus: (1) how to
use the strategy, (2) when and where the strategy should be used, and (3) how to
evaluate the use of the strategy (Anderson, 1991; Paris et al., 1984; Winograd and
Hare, 1988). The study guide, therefore, contained sufficient explanation about
strategic reading, but only a few practice activities.
4. 352 C. Dreyer, C. Nel / System 31 (2003) 349–365
2.1.1. Contact sessions
The purpose of the contact sessions was to give the students additional inform-
ation on the strategies, to model the strategies for the students, and to provide
practice opportunities both individually and in groups. During the first two sessions,
the students were given information on the importance of motivation, anxiety, and
time management because of the important role these variables play in language
learning (cf. Dreyer, 1995; Dreyer and Oxford, 1996; Oxford and Ehrman, 1993). In
addition, the students and the lecturers brainstormed on reading strategies, and they
discussed their prior experience with the use of reading strategies and the rationale
for using them. At first, the discussion was linked to general topics (e.g., reading
magazines, short stories, cookbooks, maps, etc.) and then specifically to content in
their major (e.g., mass communication, non-verbal communication, communication
theories, etc.).
During the contact sessions, a brief overview was given of what a strategy is and
why it should be used (i.e., minor focus). The major focus during the contact ses-
sions was on how to use the strategies, when and where to use them, and how to
evaluate their use of the (cf. Anderson, 1991; Paris et al., 1984; Winograd and Hare,
1988). The authors tried to build from the student’s understanding of whatever
strategies he/she was currently using to placing these strategies in question by testing
their validity against the task demands placed upon them by higher education.
During the course of the 13-week semester, the students were given the opportunity
to practice with simple sentences, then with paragraphs, then with a variety of gen-
res, and lastly, with the content of their major (i.e., Communication Studies). Stu-
dents were also shown how to set a purpose for their reading and how to approach
the reading of different texts (e.g., narrative versus expository).
2.1.2. Varsite
Varsite is a Learning Content Management System (LCMS). A LCMS is a multi-
user environment where lecturers can create, store, reuse, manage, and deliver digital
learning content from a central object repository. A LCMS contains four basic ele-
ments: (1) a dynamic delivery interface (providing links to related sources of infor-
mation, resources, the electronic study guide, and supports assessment with user
feedback), (2) an automated authoring system (used to create the reusable learning
objects that are accessible in the repository), (3) an administrative system (used to
manage student records, track and report student progress, and provide other basic
administrative functions), and (4) the learning object repository (serving as a central
database in which learning content is stored and managed, and made accessible to
the learners). The delivery interface and homepage of the strategic reading compo-
nent of the English for Professional Purposes course is given at Fig. 1.
The students had access to the following features within the Varsite environment:
(1) electronic study guide, (2) announcement section, (3) assignment and resource
section, (4) assessment section, and (5) interaction with peers and instructors. Each
of these is described below.
The electronic study guide differed from the printed interactive study guide in that
it contained only the main points of emphasis on the reading process and the various
5. C. Dreyer, C. Nel / System 31 (2003) 349–365 353
Fig. 1. Delivery interface and homepage of the strategic reading instruction component.
reading strategies. It did not contain detailed explanations or examples. The purpose
of the electronic study guide was to provide a quick reference for students while they
were completing tasks that required them to follow a number of hyperlinks. For
example, if the students wanted to know about text structure they could simply click
on study guide link and they would be taken to the relevant page in the electronic
study guide.
The second feature was the announcement section. Here, the lecturers informed the
students on a daily basis of assignments that had to be completed as well as due dates.
In the assignment and resource section students were given a detailed outline of
the tasks to be completed; the resource section contained two sub-sections, one on
general topics and one specifically for Communication Studies. The resource section
also contained a number of hyperlinks that were updated on a weekly basis to
ensure that students had access to a plethora of information on the specific topics
being discussed in their Communication Studies class. The English lecturers coordi-
nated their teaching schedules with that of the Communication Studies lecturer.
During the first 7 weeks of the semester, the lecturers provided the students with a
variety of generic topics (e.g., current news, music, business reports, etc.), as well as
a number of hyperlinks (i.e., scaffolding) that they had to use in order to gain access
to the information needed for the completion of the tasks. During the last 6 weeks of
the semester, the students were allowed to ‘‘surf’’ the Internet on their own, with
only limited guidance from the lecturers, in order to find the information needed to
complete the assignments. The assignments focussed on the use of reading strategies
6. 354 C. Dreyer, C. Nel / System 31 (2003) 349–365
(e.g., predict what information the following website will contain; formulate a
number of questions you want answered after reading an article on non-verbal
communication, etc.).
The fourth feature, the assessment section, was used in order to set a number of
online practice assessments. Students had to make use of a variety of reading stra-
tegies in order to complete the assessments (e.g., identify the purpose of a selected
piece of text, identify the main idea, make inferences, predict, formulate questions,
summarise, etc.).
The fifth feature was interaction with fellow students and also with the lecturers.
This was accomplished via email.
In general, the Varsite environment exposed students to a variety of authentic
information that increased their background knowledge and comprehension of
topics they were also discussing in their Communication Studies class (e.g., small
groups, conflict in small groups, etc.). Some of the sites included video and audio
clips (e.g., interviewing, negotiation skills, etc.). Initially, the activities and tasks
were lecturer-guided, but as the students gained confidence, they were allowed to
make their own choices. The rationale for using selected readings from the Internet
was to surpass what the lecturers could offer in the contact sessions.
3. Research method
3.1. Design
A quasi-experimental non-randomized control group design was used.
3.2. Participants
All first-year English as a Second Language (ESL) students (n=131) taking the
English for Professional Purposes course participated in this study. The participants
included speakers of Afrikaans and Setswana majoring in Communication Studies.
Within the experimental and control groups, the students were divided into two addi-
tional groups, namely successful and unsuccessful or ‘‘at risk’’ for failure. The students
were divided into these two groups based on their scores for reading comprehension
tests in English, Communication Studies and the TOEFL. All those students who
obtained percentages below 55% were categorised as ‘‘at risk,’’ whereas the students
who obtained percentages above 55% were categorised as ‘‘successful’’.
3.3. Instrumentation
The following instruments were used in this study:
A Reading Strategies Questionnaire, based on the work of Oxford (1990),
Pressley and Afflerbach (1995), Pressley et al. (1995) and Wyatt et al. (1993),
was used to determine students’ use of reading strategies.
7. C. Dreyer, C. Nel / System 31 (2003) 349–365 355
The TOEFL test was administered to determine the English proficiency of the
students. The test consists of three sections that are separately timed: Listening
comprehension, Structure and Written expression and Vocabulary and
Reading comprehension (reliability analyses r=0.96 for total scores, N=215).
Two reading comprehension tests, one within Communication Studies (drawn
up in consultation with the lecturer teaching the specific Communication
module) and one within the English for Professional Purposes course, were
used as a pre-test together with the reading comprehension section of the
TOEFL in order to classify the students as ‘‘at risk’’ of failure or as ‘‘suc-
cessful’’. Similar tests were used for posttest purposes.
With regard to the reading comprehension tests, a combination of multiple-choice
and short answer comprehension questions designed to tap higher-order reading skills
were prepared (e.g., relating information, generalising, noting similarities, differences
and contradictions, paraphrasing, making applications and cause-effect relationships).
The lengths of the English reading comprehension passages were much shorter than that
of the Communication Studies reading comprehension passages. For the Communi-
cation reading comprehension test, articles used by the lecturer in the Communication
Studies course provided students with the opportunity to read specific content mate-
rial in a format that they would encounter in their Communication Studies course.
3.4. Data collection procedure
The questionnaires were completed in scheduled contact session periods within the
first 2 weeks of the second semester of 2002. All questionnaires were completed
under testing conditions. The TOEFL test was completed under testing conditions
as specified by Educational Testing Services. All background information on the
students was obtained from the university academic administration.
3.5. Analysis
T-tests were used to determine if there were differences in the mean scores of first-
year students on selected variables. Cohen’s effect size d was used to determine if the
mean differences were practically significant. Cohen (1977) uses the following scale
for the d values:
d=0.2 (small effect size)
d=0.5 (medium effect size)
d=0.8 (large effect size)
4. Results
An analysis of the reading comprehension scores (pretest) of the students in the
experimental and control groups indicated that there was not a statistically significant
8. 356 C. Dreyer, C. Nel / System 31 (2003) 349–365
difference in their mean scores on any of the reading comprehension measures
(cf. Table 1). The language proficiency scores, as measured by the TOEFL, of the
students in both groups ranged from 400 to 599. These scores indicate that some of
the students’ proficiency levels can be considered to be too low for academic work
(cf. Educational Testing Service, 1989, p. 14). A closer analysis of the TOEFL scores
indicated that the at-risk students in this study achieved the lowest score in the
reading section of the TOEFL test. This is a major cause for concern, especially
when one considers that students need to read and comprehend a large number of
academic texts.
In the English for Professional Purposes course offered at Potchefstroom Uni-
versity, 30.53% of the students enrolled in this course were identified as being ‘‘at
risk’’ for failure or unsuccessful (cf. Section 4.2). The mean pretest reading compre-
hension scores, on the English, Communication and the reading section of the
TOEFL test, for the at-risk students were all below 55% (cf. Table 2). The results
indicated that the at-risk students differed statistically (P 0.0001), as well as prac-
tically significantly (d50.8) (cf. Table 2), from the successful students on all the
reading comprehension measures.
In terms of reading strategy use (pretest), the results indicated that there was not a
statistically significant or a practically significant difference in the reading strategies
used by the students in the experimental and control groups (cf. Table 3). The
posttest results, however, indicated that the students in the experimental group used
certain strategies statistically (P 0.05), as well as practically significantly (small to
large effect sizes), more often than the successful students (cf. Table 3).
From the results presented above, it seems clear that the first-year students in this
study who have problems with reading comprehension and don’t use reading stra-
tegies optimally and strategically come unprepared for the academic literacy
requirements that typically characterise university coursework (cf. Pugh et al., 2000),
Table 1
The reading comprehension profile of first-year students: experimental group vs. control group
Variables Experimental Control Experimental Control P d
(Pretest) (N=89) (Pretest) (Posttest) (Posttest)
(N=42) (N=89) (N=42)
Mean S.D. Mean S.D. Mean S.D. Mean S.D.
English reading 58.40 6.25 57.07 4.44 64.73 6.18 59.23 5.52 *** 0.89
comprehension
Communication reading 57.95 5.52 56.23 2.63 63.13 6.65 57.92 3.54 *** 0.78
comprehension
TOEFL reading 25.19 6.17 25.85 4.90 31.85 6.03 27.02 4.89 *** 0.80
comprehension
TOEFL total 400–599 400–599
(Score range)
Practical significance: d=0.2 (small effect size); d=0.5 (medium effect size); d=0.8 (large effect size).
*** P 0.0001.
9. C. Dreyer, C. Nel / System 31 (2003) 349–365 357
and that may very well be a part of their upcoming job responsibilities (cf. Depart-
ment of Education, 1997).
An analysis of the strategies that discriminated between the students revealed that
there was a difference in terms of the processes that occurred before reading, during
reading, and after reading (cf. Caverly et al., 2000). The successful students in this
study were active during all three phases of reading (posttest). Only the strategies
where significant differences occurred are reported (cf. Table 4). The strategy use of
the-at risk students, on the other hand, indicated that they lack sufficient, efficient,
and effective strategically orchestrated use of the necessary higher order processes
(i.e., metacognitive strategies), which would enable them to assess the different
reading tasks and bring to bear the necessary strategies for their completion. The at-
risk students mainly used metacognitive strategies that related to planning, whereas
the successful students also seemed to monitor and evaluate their learning and
reading comprehension. The successful readers, as reflected by the reading compre-
hension scores, were goal-directed, dealt with comprehension difficulties at several
levels of analysis, and worked explicitly towards creating and retaining a lasting
representation of the important points of the text.
After participating in a 13-week strategic reading instruction module offered in a
technology-enhanced environment the following results were obtained:
The experimental group differed statistically, as well as practically sig-
nificantly, from the control group on all the reading comprehension measures
(posttest scores) (cf. Table 1).
Similarly, the successful students also differed statistically, as well as practi-
cally significantly, from the at-risk students on all the reading comprehension
measures (posttest scores) (cf. Table 2).
Table 2
The reading comprehension profile of first-year students: successful vs. at risk
Variables Success At risk P d Success At risk P d
(Pretest) (Pretest) (Posttest) (Posttest)
(N=91) (N=40) (N=91) (N=40)
M S.D. M S.D. M S.D. M S.D.
English reading 60.54 4.34 52.12 4.01 *** 1.94 65.56 5.51 57.07 4.38 *** 1.54
comprehension
Communication reading 59.40 4.27 52.85 2.35 *** 1.53 63.82 5.70 56.10 3.93 *** 1.35
comprehension
TOEFL reading 28.21 2.98 19.00 5.52 *** 1.67 32.98 4.47 24.20 4.81 *** 1.82
comprehension
TOEFL total 500–599 400–499
(Score range)
Practical significance: d=0.2 (small effect size); d=0.5 (medium effect size); d=0.8 (large effect size).
*** P 0.0001.
10. 358 C. Dreyer, C. Nel / System 31 (2003) 349–365
Table 3
The reading strategy use profile of first-year students: experimental vs. control
Variables Experimental Control Experimental Control P d
(Pretest) (Pretest) (Posttest) (Posttest)
(N=91) (N=40) (N=91) (N=40)
M S.D. M S.D. M S.D. M S.D.
I briefly skim the text 2.97 0.67 2.99 0.56 3.68 0.71 3.04 0.68 * 0.90
before reading.
I skim/scan to get the 2.99 0.75 3.02 0.71 3.52 0.79 3.29 0.71 * 0.30
main idea.
I pay greater attention to 2.67 0.54 2.66 0.56 3.04 0.78 3.01 0.63
important information
than other information.
I try to relate the important 2.36 0.64 2.43 0.65 3.80 0.66 2.78 0.54 * 1.88
points in the text to one
another in an attempt to
understand the entire text.
I generate questions about 1.78 0.70 1.70 0.68 3.58 0.64 2.86 0.63 * 1.13
the text.
While I am reading, I reconsider 2.23 0.54 2.17 0.56 2.93 0.57 2.43 0.60 * 0.83
and revise my prior questions
about the text based on the
text’s content.
While I am reading, I reconsider 1.74 0.56 1.80 0.60 3.00 0.64 2.97 0.63
and revise my background
knowledge about the subject
based on the text’s content.
I plan how I am going to read 2.10 0.68 2.07 0.64 3.62 0.58 3.32 0.59 * 0.51
a text.
I often look for how the text is 2.54 0.76 2.49 0.72 3.09 0.75 3.05 0.78
organised and pay attention
to headings and sub-headings
I usually make predictions as to 1.98 0.50 2.00 0.54 2.78 0.56 2.02 0.53 * 1.36
what will follow next.
While I am reading, I try to 2.02 0.48 2.10 0.52 3.02 0.67 2.97 0.76
determine the meaning of
unknown words that seem
critical to the meaning of the
text.
I try to underline when reading in 3.45 0.76 3.39 0.70 3.80 0.66 3.85 0.70
order to remember the text.
I read material more than once in 3.10 0.68 2.98 0.74 3.30 0.78 3.32 0.59
order to remember the text.
I make notes when reading in order 2.68 0.65 2.60 0.70 3.00 0.64 2.97 0.63
to remember the text.
When appropriate, I try to visualize 2.14 0.53 2.19 0.59 3.37 0.53 3.12 0.48 * 0.47
the descriptions in the text that I
am reading in order to remember
the text.
(continued on next page)
11. C. Dreyer, C. Nel / System 31 (2003) 349–365 359
Table 3 (continued)
Variables Experimental Control Experimental Control P d
(Pretest) (Pretest) (Posttest) (Posttest)
(N=91) (N=40) (N=91) (N=40)
M S.D. M S.D. M S.D. M S.D.
I summarize/paraphrase the material 3.54 0.64 3.57 0.65 3.62 0.58 3.59 0.56
that I am reading in order to
remember the text.
When reading, I ask myself questions 2.00 0.45 1.99 0.50 3.45 0.75 2.97 0.76 * 0.63
about the text content to better
remember the text.
When I think that I am not 2.41 0.69 2.37 0.71 3.82 0.68 3.48 0.63 * 0.50
comprehending a text, I change
my reading strategies
(e.g. re-reading).
As I am reading, I evaluate the text 2.32 0.52 2.34 0.54 3.44 0.56 3.38 0.57
to determine whether it contributes
to my knowledge/understanding of
the subject.
After I have read a text, I review it. 3.34 0.62 3.39 0.69 3.42 0.53 3.34 0.55
After I have read a text, I try to 2.89 0.76 2.80 0.79 3.58 0.64 3.37 0.57 * 0.32
interpret what I have read.
After I have read a text, I evaluate 2.35 0.67 2.20 0.69 3.80 0.68 3.43 0.71 * 0.52
what I have read.
While reading, I jump forward and/or 2.10 0.49 2.16 0.53 3.52 0.76 3.37 0.57 * 0.20
backward in the text to find the
important information.
While reading, I distinguish between 1.98 0.54 2.07 0.56 3.04 0.62 2.93 0.57
information I already know and new
information.
I try to anticipate information in the 2.12 0.64 2.20 0.69 3.18 0.79 2.86 0.63 * 0.41
text.
As I read along, I check whether I 2.14 0.63 2.19 0.64 2.99 0.56 2.32 0.50 * 1.20
anticipated information correctly.
I set goals for reading (e.g. studying 2.37 0.75 2.30 0.69 3.82 0.68 3.00 0.71 1.15
for a multiple-choice test, reading
for a research paper).
I search out information relevant to 2.98 0.70 2.90 0.67 3.38 0.57 3.44 0.56
my reading goals.
I evaluate whether what I am reading 2.22 0.58 2.21 0.56 3.56 0.68 3.29 0.73 * 0.37
is relevant to my reading goals.
I vary my reading style depending on 1.98 0.54 2.00 0.56 3.09 0.69 2.76 0.52 * 0.48
my reading goals.
After I have read a text I summarise 3.54 0.71 3.50 0.69 3.62 0.58 3.52 0.57
it.
Practical significance: d=0.2 (small effect size); d=0.5 (medium effect size); d=0.8 (large effect size).
* P 0.05.
12. 360 C. Dreyer, C. Nel / System 31 (2003) 349–365
Table 4
The reading strategy use profile of first-year students: Successful vs. at risk (Posttest)
Variables Experimental Control P d Experimental Control P D
(At risk) (At risk) (Success) Success
(N=25) (N=15) (N=64) (N=27)
M S.D. M S.D. M S.D. M S.D.
I briefly skim the text 3.45 0.68 2.89 0.62 * 0.82 3.72 0.71 3.12 0.67 * 0.85
before reading.
I relate important 3.79 0.72 2.52 0.60 * 1.76 3.84 0.71 2.80 0.63 * 1.46
points in the text
to one another.
I generate questions 3.56 0.66 2.77 0.59 * 1.20 3.61 0.74 2.90 0.64 * 0.99
about the text.
While I am reading, I 2.96 0.47 2.38 0.45 * 1.23 2.90 0.63 2.45 0.60 * 0.71
reconsider and revise
my prior questions
about the text based
on the text’s content.
I plan how I am going 3.59 0.57 3.29 0.55 * 0.53 3.65 0.73 3.35 0.69 * 0.41
to read a text.
I usually make predictions 2.70 0.48 2.00 0.42 * 1.46 2.85 0.64 2.05 0.60 * 1.25
as to what will follow
next.
When appropriate, I try 3.40 0.60 2.91 0.57 * 0.82 3.31 0.71 3.35 0.73 n.s.
to visualize the
descriptions in order
to remember.
When I don’t comprehend, 3.77 0.68 3.21 0.63 * 0.82 3.86 0.80 3.52 0.76 * 0.43
I change my reading
strategies
(e.g. re-reading).
After I have read a text, 3.60 0.69 3.38 0.62 * 0.32 3.89 0.78 3.49 0.71 * 0.51
I evaluate what I have
read.
I try to anticipate 3.00 0.52 2.74 0.48 * 0.50 3.23 0.70 2.92 0.56 * 0.44
information in the
text.
As I read along, I check 2.91 0.48 2.24 0.42 * 1.40 3.02 0.67 2.39 0.57 * 0.94
whether I anticipated
information correctly.
I set goals for reading. 3.84 0.80 2.92 0.65 * 1.15 3.80 0.80 3.03 0.72 * 0.96
I evaluate whether what 3.50 0.73 3.24 0.67 * 0.36 3.59 0.76 3.33 0.65 * 0.34
I am reading is relevant
to my reading goals.
I vary my reading style 3.66 0.61 3.41 0.58 * 0.41 3.60 0.67 3.24 0.63 * 0.54
depending on my reading
goals.
Practical significance: d=0.2 (small effect size); d=0.5 (medium effect size); d=0.8 (large effect size).
* P 0.05.
13. C. Dreyer, C. Nel / System 31 (2003) 349–365 361
A closer analysis of the reading comprehension scores (posttest) of successful and
at-risk students in the experimental and control groups indicated that the successful
students in the experimental group as well as the at-risk students in the experimental
group achieved statistically (P 0.05), as well as practically significantly (small to
large effect sizes), higher mean scores on the reading comprehension measures in
comparison to the successful students as well as the at risk students in the control
group (cf. Table 5). A positive aspect related to the results is the fact that the at-risk
students in the experimental group showed a significant increase in both their read-
ing comprehension scores and in their use of reading strategies. It also seemed as if
they were starting to pay attention to the metacognitive aspects of their reading
(e.g., ‘‘After I have read a text, I evaluate what I have read’’, ‘‘When I don’t com-
prehend, I change my reading strategies’’).
It is also possible that the students’ comprehension of content knowledge and
concepts (i.e., related to Communication Studies) was facilitated through graphic
illustrations on the web pages, which helped to consolidate and concretize abstract
content-based concepts by encouraging multi-modal processing of both visual and
verbal cues as presented on the Internet page. This aspect would, therefore, have
accommodated those students with a visual learning style. Similar studies conducted
with first-year students at the Potchefstroom University have indicated that the at-
risk students tend to have visual learning styles which are rarely accommodated in
teacher and lecture-dominated classrooms (cf. Dreyer, 1998, 2001). It is also possible
that the Internet hypertext facilitated students’ learning of new information by pro-
viding access to multiple cross-references on related topics across several documents
or screens, enabling a natural juxtaposition of ideas, and allowing students the
freedom to access and explore these ideas at their own time and leisure without the
pressure of, ‘‘I have to know this information for a test in the Communication
Studies class’’. At the beginning of the Strategic Reading component of the English
course, the students were told that this component was meant to help them become
Table 5
A comparison of the successful and the at risk students in terms of reading comprehension scores
Reading Experimental Control P d Experimental Control P d
comprehension (At risk) At risk (Success) (Success)
measures (N=25) (N=15) (N=64) (N=27)
M S.D. M S.D. M S.D. M S.D.
English (posttest) 58.44 4.43 54.80 3.29 ** 0.82 67.19 4.91 61.70 4.96 *** 1.10
Communication 56.60 4.57 55.26 2.46 n.s. 0.30 65.68 5.51 59.40 3.18 *** 1.14
(posttest)
TOEFL (Reading 25.60 5.18 21.86 3.04 * 0.72 34.29 4.36 29.88 2.97 *** 1.01
posttest)
Practical significance: d=0.2 (small effect size); d=0.5 (medium effect size); d=0.8 (large effect size).
* P 0.05.
** P 0.01.
*** P 0.0001.
14. 362 C. Dreyer, C. Nel / System 31 (2003) 349–365
effective and efficient readers for their academic majors. The attitude and the moti-
vation of the students were very positive and the majority wanted more periods for
this component. The motivational aspect can, therefore, not be ignored in the
interpretation of the results.
5. Conclusion
The present findings suggest that students benefit from strategic reading instruc-
tion offered in a technology-enhanced learning environment. The integrated features
of printed interactive study guide, contact sessions with the lecturer and the added
value aspect of Varsite appears to have facilitated the development of students’
reading comprehension and reading strategy use. The students who accessed the
information technology resources available on Varsite have immediate access to a
far wider variety of texts than is available in the university library. The students can
also access these resources at their own time and within the comfort of their own
rooms at the residence or at home. University students need to recognise more fully
that developing and applying reading strategies could improve their reading com-
prehension in their content subjects and, therefore, also their academic performance.
However, students can’t be expected to acquire successful reading strategies inci-
dentally, yet many come to our classes without a full realisation of what is expected
of them. These students consequently continue to use inappropriate strategies with
no awareness of the limitations of their habitual way of reading and learning or
more productive options for completing academic tasks.
We must actively seek and share practices with colleagues that will help our stu-
dents identify the obstacles that restrict their possibilities in university and equip all
of the unique learners who fill our classes with the knowledge and strategies to take
action toward transforming that which limits them.
Appendix
Outcomes and an outline of the content of the interactive study guide
Outcomes
Students should be able to:
Identify and plan the readings demands of the task;
Formulate a purpose for their reading;
Formulate appropriate questions to guide their reading;
Select the most effective reading technique and reading rate for the identified
purpose;
Apply the most effective and efficient reading strategy/strategies to their
reading;
Read with comprehension at a level appropriate for first-year students;
Monitor their comprehension; and
Regulate their strategies if comprehension should break down.
15. C. Dreyer, C. Nel / System 31 (2003) 349–365 363
Content
What is an active reader?
Reading purposes
Reading stances
Reading strategies as part of a reading process
Asking beginning questions
Setting a purpose by getting an overview or surveying
Activating personal knowledge
Making global predictions
Read, check comprehension, reflect, think critically, monitor for difficulties
and adjust
Recite
Review
Reading strategies in action
Before reading
During reading
After reading
References
Anderson, N.J., 1991. Individual differences in strategy use in second language reading and testing.
Modern Language Journal 75 (4), 460–472.
Alexander, P.A., 1996. The past, present, and future of knowledge research: a re-examination of the role
of knowledge in learning and instruction. Educational Psychologist 31, 89–92.
Brandl, K., 2002. Integrating Internet-based reading materials into the foreign language curriculum: from
teacher- to student-centered approaches. Language Learning and Technology 6 (3), 87–107.
Carrell, P.L., 1998. Can reading strategies be successfully taught? Available: http://langue.hyper.
chubu.ac.jp/jalt/pub/tlt/98/mar/carrell.html.
Caverly, D., Orlando, V., Mullen, J., 2000. Textbook study reading. In: Flippo, R.F., Caverly, D.C.
(Eds.), Handbook of College Reading and Study Strategy Research. Erlbaum, Mahwah, NJ, pp. 105–
147.
Chun, D.M., Plass, J.L., 2000. Networked multimedia environments for second language acquisition. In:
Warschauer, M., Kern, R. (Eds.), Networked-based Language Teaching: Concepts and Practice.
Cambridge University Press, New York, pp. 151–170.
Cohen, J., 1977. Statistical Power Analysis for the Behavioural Sciences. Revised ed.. Academic Press,
New York.
Department of Education, 1997. A Programme for Higher Education Transformation. Education White
Paper 3. Department of Education, Pretoria.
Dreyer, C., 1995. Identifying English second language learning problems in multilingual classrooms at
university. Journal for Language Teaching 29 (4), 285–296.
Dreyer, C., 1998. Improving students’ reading comprehension by means of strategy instruction. Journal
for Language Teaching 31 (1), 18–29.
Dreyer, C., 2001. Profiling distance learners within the technological era. Paper Presented at the 15th
Open and Distance Learning Association of Australia’s Biennial Forum. Sydney, Australia.
Dreyer, C., Oxford, R.L., 1996. Learning strategies and other predictors of ESL proficiency among Afri-
kaans speakers in South Africa. In: Oxford, R.L. (Ed.), Language Learning Strategies Around the
16. 364 C. Dreyer, C. Nel / System 31 (2003) 349–365
World: Cross-Cultural Perspectives. Second Language Teaching and Curriculum Center, University of
Hawaii at Manoa.
Durkin, D., 1979. What classroom observations reveal about reading comprehension instruction. Reading
Research Quarterly 14, 481–533.
Durkin, D., 1993. Teaching Them to Read, sixth ed. Allyn Bacon, Boston, MA.
Educational Testing Service, 1989. TOEFL: The Institutional Testing Program. Educational Testing
Service, Princeton, NY.
Grobler, R., Henning, E., 2001. ‘On-campus’ with ‘On-line’: learning to re-navigate learning in a parallel
landscape. Paper Presented at the 15th Open and Distance Learning Association of Australia’s Biennial
Forum. Sydney, Australia.
Harden, R., Laidlaw, J., Hesketh, E., 1999. Amee Medical Education Guide No 16: Study Guides: Their
Use and Preparation. Carfax Publishing Co., London.
Heydenrych, J., 2001. Introducing the online learning community: Disturbing Economies of Scale. Paper
Presented at the E-Learning Conference. Caesars, Gauteng.
Jordaan, A.J.J., 2001. The changing role of the trainer. Paper Presented at the E-Learning Conference.
Caesars, Gauteng.
Kasper, L.F., 2000a. Content-Based College ESL Instruction. Lawrence Erlbaum, Mahwah, NJ.
Kasper, L.F., 2000b. New technologies, new literacies: Focus discipline research and ESL learning com-
munities. Language Learning and Technology 4 (2), 105–128.
Levine, A., Ferenz, O., Reves, T., 2000. EFL academic reading and modern technology: How can we turn
our students into independent critical readers? TESL-EJ 4(4). Available: http://www-writing.berkely.edu/
TESL-EJ/ej16/a1.html.
Oxford, R.L., 1990. Language Learning Strategies: What Every Teacher Should Know. Heinle Heinle,
New York.
Oxford, R.L., Ehrman, M., 1993. Second language research on individual differences. Annual Review of
Applied Linguistics 13, 188–205.
Paris, S.G., Cross, D.R., Lipson, M.Y., 1984. Informed strategies for learning: a program to improve
children’s reading awareness and comprehension. Journal of Educational Psychology 6, 1239–1252.
Pressley, M., Afflerbach, P., 1995. Verbal Protocols of Reading: The Nature of Constructively Responsive
Reading. Erlbaum, Hillsdale, NJ.
Pressley, M., Brown, R., El-Dinary, P.B., Afflerbach, P., 1995. The comprehension instruction that stu-
dents need: instruction fostering constructively responsive reading. Learning Disabilities Research and
Practice 10, 215–224.
Pressley, M., Wharton-McDonald, R., Hampson, J.M., Echevarria, M., 1998. The nature of literacy
instruction in ten grade 4/5 classrooms in upstate New York. Scientific Studies of Reading 2, 159–191.
Pritchard, R.E., Romeo, G.C., Muller, S.A.B., 1999. Integrating reading strategies into the accounting
curriculum. College Student Reading 33 (1), 77–82.
Pugh, S.L., Pawan, F., Antommarchi, C., 2000. Academic literacy and the new college learner. In: Flippo,
R., Caverly, D.C. (Eds.), Handbook of College Reading and Study Research. Erlbaum, Mahwah, NJ.
Rings, S., 1994. The role of computer technology in teaching critical reading. Available: http://
www.mcli.dist.maricopa.edu/critR.
Saumell, L., Hughes, M., Lopate, K., 1999. Underprepared college students’ perceptions of reading: are
their perceptions different from other students’? Journal of College Reading and Learning 29, 123–135.
Singhal, M., 2001. Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The
Reading Matrix 1 (1). Available: http://www/readingmatrix.com/articles/singhal/index.html.
Strydom, J.F., 1997. The Councelling Needs of Students in a Resource-based Learning Programme.
Unpublished dissertation. Bloemfontein: University of the Free State.
Van der Merwe, W.J.J., Scott, M., Kotze, Y., 2002. Handleiding vir die skryf van interaktiewe studiegidse.
Akademiese Steundienste, Potchefstroom.
Van Wyk, A.L., 2001. The development and implementation of an English language and literature
programme for low-proficiency tertiary learners. Unpublished thesis. University of the Free State,
Bloemfontein.
Volschenk, P., 2002. E-learning in context: implementation of the virtual aspects of flexible learning at the
17. C. Dreyer, C. Nel / System 31 (2003) 349–365 365
PU for CHE. Paper presented at the International Conference on Technology and Education Africa. 1–
5 April Potchefstroom, South Africa.
Wade, S.E., Trathen, W., Schraw, G., 1990. An analysis of spontaneous study strategies. Reading
Research Quarterly 25 (2), 147–166.
Winograd, P., Hare, V.C., 1988. Direct instruction of reading comprehension strategies: The nature of
teacher explanation. In: Weinstein, C.E., Goetz, E.T., Alexander, P.A. (Eds.), Learning and Study
Strategies: Issues in Assessment Instruction and Evaluation. Academic Press, San Diego, pp. 121–139.
Wood, E., Motz, M., Willoughby, T., 1998. Examining students’ retrospective memories of strategy
development. Journal of Educational Psychology 90, 698–704.
Wyatt, D., Pressley, M., El-Dinary, P., Stein, S., Evans, P., Brown, R., 1993. Comprehension strategies,
worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read profes-
sional articles that are important to them. Learning and Individual Differences 5, 49–72.