Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10n4pp2034
Xuebin Chen, Yi Feng
The reading classroom is a main place for English teaching and cultural awareness cultivation. However, the limitations of the traditional English reading class with single reading material cannot meet students’ needs of comparing and discriminating among different cultures, which leads to the fragmentation of students’ acquisition of cultural knowledge and a one-sided understanding of cultural phenomena. Considering this context, the author combines the elements of multi-text reading, takes the cultural awareness cultivation objectives in the new curriculum standard as the basis to construct a multi-text reading teaching framework aiming at the cultivation of cultural awareness which includes teaching objectives, teaching contents, teaching process, and teaching evaluation.
{"title":"Design of Multi-text English Reading Instruction Aiming at Cultural Awareness Cultivation","authors":"Xuebin Chen, Yi Feng","doi":"10.37745/ijelt.13/vol10n4pp2034","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n4pp2034","url":null,"abstract":"The reading classroom is a main place for English teaching and cultural awareness cultivation. However, the limitations of the traditional English reading class with single reading material cannot meet students’ needs of comparing and discriminating among different cultures, which leads to the fragmentation of students’ acquisition of cultural knowledge and a one-sided understanding of cultural phenomena. Considering this context, the author combines the elements of multi-text reading, takes the cultural awareness cultivation objectives in the new curriculum standard as the basis to construct a multi-text reading teaching framework aiming at the cultivation of cultural awareness which includes teaching objectives, teaching contents, teaching process, and teaching evaluation.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122744701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10n4pp112
M. O. Mahmud, Destiny Idegbekwe
This study examines the ways in which the linguistic context helps the Senior Secondary School Students to unravel the missing words in the ‘fill up the gap’ exercises in their English textbooks. The aim of the study is to uncover the extent to which the linguistic context helps the students in arriving at the correct vocabulary to be used in the exercises. Applying the context theory as proposed by van Dijk (2008) as the theoretical framework, the study examined two Nigerian Senior Secondary English language textbooks namely The Intensive English for Senior Secondary Schools and Round up English. For the analysis, 10 different exercises were selected, 5 from each of the textbooks and used as data. At the end, the investigation reveals that apart from the knowledge of vocabularies which the students have, the other co-text words and/or phrases surrounding the gap to be filled in the incomplete sentences used as exercises in the textbooks play key roles in ensuring that students arrive at the correct answers. The study also reveals that the chances are high that the writers of these texts deliberately create enabling linguistic context in order to cushion the shock of the missing words in the exercise.
{"title":"Linguistic Context as Explicators: A Study of ‘Fill in The Gaps’ Exercises in Selected Nigerian Senior Secondary English Textbooks","authors":"M. O. Mahmud, Destiny Idegbekwe","doi":"10.37745/ijelt.13/vol10n4pp112","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n4pp112","url":null,"abstract":"This study examines the ways in which the linguistic context helps the Senior Secondary School Students to unravel the missing words in the ‘fill up the gap’ exercises in their English textbooks. The aim of the study is to uncover the extent to which the linguistic context helps the students in arriving at the correct vocabulary to be used in the exercises. Applying the context theory as proposed by van Dijk (2008) as the theoretical framework, the study examined two Nigerian Senior Secondary English language textbooks namely The Intensive English for Senior Secondary Schools and Round up English. For the analysis, 10 different exercises were selected, 5 from each of the textbooks and used as data. At the end, the investigation reveals that apart from the knowledge of vocabularies which the students have, the other co-text words and/or phrases surrounding the gap to be filled in the incomplete sentences used as exercises in the textbooks play key roles in ensuring that students arrive at the correct answers. The study also reveals that the chances are high that the writers of these texts deliberately create enabling linguistic context in order to cushion the shock of the missing words in the exercise.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122037821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10no2pp.15-23
This study was an attempt to examine whether the Iranian EFL learners' use of contextual clues has any significant impact on their knowledge of unknown vocabularies. The participants of the study were one hundred Iranian elementary, intermediate, advanced learners of Andishe Bartar institute in Iran. To homogenize the participants in terms of their English Language Cambridge tests was run sixty participants whose scores fell one standard deviation above and below the mean were selected to take part in the study. The participants were randomly divided into three groups. Firstly, three groups were given pre- tests as experimental groups. After that, four types of contextual clue – explanation, example, antonym, synonym- were taught and practiced during ten sessions of instructions. After teaching, other tests of English Cambridge tests were administered as a post test. The analysis of data revealed that knowledge and use of contextual clues has a significant impact on guessing the meaning of unknown vocabularies amongst three groups.
{"title":"Investigating the impact of Iranian EFL learners (elementary, intermediate, advanced) use of contextual clues on their knowledge of unknown vocabularies","authors":"","doi":"10.37745/ijelt.13/vol10no2pp.15-23","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no2pp.15-23","url":null,"abstract":"This study was an attempt to examine whether the Iranian EFL learners' use of contextual clues has any significant impact on their knowledge of unknown vocabularies. The participants of the study were one hundred Iranian elementary, intermediate, advanced learners of Andishe Bartar institute in Iran. To homogenize the participants in terms of their English Language Cambridge tests was run sixty participants whose scores fell one standard deviation above and below the mean were selected to take part in the study. The participants were randomly divided into three groups. Firstly, three groups were given pre- tests as experimental groups. After that, four types of contextual clue – explanation, example, antonym, synonym- were taught and practiced during ten sessions of instructions. After teaching, other tests of English Cambridge tests were administered as a post test. The analysis of data revealed that knowledge and use of contextual clues has a significant impact on guessing the meaning of unknown vocabularies amongst three groups.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129524818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10no2pp.1-7
This study investigates the needs of ESP (English for Specific Purposes) learners for English communication, particularly the needs of First Year B.Sc. (Hons) Agriculture Students from State Agricultural Universities (SAUs) in Maharashtra. This study was conducted with the specific objective whether to introduce ESP material in the agriculture curriculum. Learners’ responses clearly indicate that the current English course is vitally useful for them. According to them writing skill has the lion’s share in the course. While, listening, speaking and reading were got somewhat less allocation. Majority of the student respondents used to read books related to agriculture and several went for magazines, novels and newspaper. So also, some of the learners found to read materials like online materials, comics, literary works, poems, etc. Almost all the learners preferred supplementary material to be added to present English course. This means that the present English language course has a fair scope for improving to match the entire needs of the learners i.e. in-study, post-study, professional and social needs. The study implies that there is an imperative need of inclusion of ESP as supplementary material to present English course prescribed to B.Sc. (Hons) Agriculture degree course.
{"title":"Necessity of Need Based English Language Curriculum for Agriculture Students","authors":"","doi":"10.37745/ijelt.13/vol10no2pp.1-7","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no2pp.1-7","url":null,"abstract":"This study investigates the needs of ESP (English for Specific Purposes) learners for English communication, particularly the needs of First Year B.Sc. (Hons) Agriculture Students from State Agricultural Universities (SAUs) in Maharashtra. This study was conducted with the specific objective whether to introduce ESP material in the agriculture curriculum. Learners’ responses clearly indicate that the current English course is vitally useful for them. According to them writing skill has the lion’s share in the course. While, listening, speaking and reading were got somewhat less allocation. Majority of the student respondents used to read books related to agriculture and several went for magazines, novels and newspaper. So also, some of the learners found to read materials like online materials, comics, literary works, poems, etc. Almost all the learners preferred supplementary material to be added to present English course. This means that the present English language course has a fair scope for improving to match the entire needs of the learners i.e. in-study, post-study, professional and social needs. The study implies that there is an imperative need of inclusion of ESP as supplementary material to present English course prescribed to B.Sc. (Hons) Agriculture degree course.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10n4pp1319
Meena Gullur
The advancement of information technology results in the phenomenal changes in the wide area of education system. Blended learning is the potential upshot of advanced technology based learning scheme. The use of latest e-learning channels and technologies has started facilitating the teaching learning process. Computers and mobiles are the most widely used e- learning materials in the blended learning education system. The charm of blended learning approach lies in the method of adapting technology aided learning methods apart from the existing conventional learning methods. The negative aspects of traditional learning approach are covered by enhancing the overall learning as well as teaching experience with the use of modern technology. This study focuses on the impact of blended learning on the engineering students in our country. There are certain challenges in blended learning in India but in the current scenario of pandemic outbreak, it has a huge significance in our education system. The challenges which the society of our country is likely to face are due to the students from dissimilar backgrounds and their inflexibility, time unavailability and unawareness of using technology. Blended learning is a varied educational paradigm that offers addressing these challenges. The study proves the impact of blended learning in the engineering students of India that it leads to the improvement in the knowledge of their subject topics as well as the improvement in their overall achievement.
{"title":"Impact of Blended Learning on Engineering Students in Indian Context","authors":"Meena Gullur","doi":"10.37745/ijelt.13/vol10n4pp1319","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n4pp1319","url":null,"abstract":"The advancement of information technology results in the phenomenal changes in the wide area of education system. Blended learning is the potential upshot of advanced technology based learning scheme. The use of latest e-learning channels and technologies has started facilitating the teaching learning process. Computers and mobiles are the most widely used e- learning materials in the blended learning education system. The charm of blended learning approach lies in the method of adapting technology aided learning methods apart from the existing conventional learning methods. The negative aspects of traditional learning approach are covered by enhancing the overall learning as well as teaching experience with the use of modern technology. This study focuses on the impact of blended learning on the engineering students in our country. There are certain challenges in blended learning in India but in the current scenario of pandemic outbreak, it has a huge significance in our education system. The challenges which the society of our country is likely to face are due to the students from dissimilar backgrounds and their inflexibility, time unavailability and unawareness of using technology. Blended learning is a varied educational paradigm that offers addressing these challenges. The study proves the impact of blended learning in the engineering students of India that it leads to the improvement in the knowledge of their subject topics as well as the improvement in their overall achievement.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132833961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.37745/ijelt.13/vol10no2pp.24-36
This study investigates the level of acceptance, causes for concern and the frequency of implementation regarding (SETE). To achieve these ends, the researchers distributed an online questionnaire (see Appendix 1) to total of (59) faculty members at Jeddah University – Khulais Branch. The study concluded that, in principle, faculty members welcome (SETE). In addition, the study showed that the most worrying point about (SETE) is the discrepancy between the ways in which students and teachers perceive effective teaching and what constitutes good or effective teaching while the less worrying point is the belief that (SETE) is demoralizing and violates the academic freedom and rights of faculty members. The study recommended that no one should be kept in the dark about the purpose, procedures, and results of (SETE) and all the stakeholders including the administration, students, and teachers should engage in an open and continuous discussion before and after the implementation of (SETE) to alleviate the gravity of the concerns about it and to increase its level of acceptance and viability. More importantly the study recommended that this open dialogue and discussion should concentrate on agreeing on a general profile as to what makes effective teachers and constitutes effective teaching.
{"title":"Students’ Evaluation of Teaching Effectiveness: level of acceptance, implementation, and causes for concern (A case study of Saudi faculty members at Jeddah University-Kholais Branch)","authors":"","doi":"10.37745/ijelt.13/vol10no2pp.24-36","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no2pp.24-36","url":null,"abstract":"This study investigates the level of acceptance, causes for concern and the frequency of implementation regarding (SETE). To achieve these ends, the researchers distributed an online questionnaire (see Appendix 1) to total of (59) faculty members at Jeddah University – Khulais Branch. The study concluded that, in principle, faculty members welcome (SETE). In addition, the study showed that the most worrying point about (SETE) is the discrepancy between the ways in which students and teachers perceive effective teaching and what constitutes good or effective teaching while the less worrying point is the belief that (SETE) is demoralizing and violates the academic freedom and rights of faculty members. The study recommended that no one should be kept in the dark about the purpose, procedures, and results of (SETE) and all the stakeholders including the administration, students, and teachers should engage in an open and continuous discussion before and after the implementation of (SETE) to alleviate the gravity of the concerns about it and to increase its level of acceptance and viability. More importantly the study recommended that this open dialogue and discussion should concentrate on agreeing on a general profile as to what makes effective teachers and constitutes effective teaching.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128754938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.37745/ijelt.13/vol10no2pp.1-11
This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.
{"title":"Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19","authors":"","doi":"10.37745/ijelt.13/vol10no2pp.1-11","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no2pp.1-11","url":null,"abstract":"This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126953772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning activities that utilize a problem-solving approach are an effort to train students' critical thinking skills. However, to determine the success of learning that develops students' critical thinking skills, teachers should be able to measure the skills using the right instrument. This study is aimed to develop an assessment instrument to measure EFL learners’ critical thinking skills in writing expository problem-solution essays. The participants of the study were advanced students of Academic Writing who participated in the pilot study small and large scales. The analysis found that the scores yielded by the two raters were valid and reliable (r value obtained was .987 and α value for each component was higher than r table .320). Furthermore, the score on each component of assessment namely the depth of analysis was .640, the feasibility of solution was .667, the logic of argument was .795 and the use of evidence was .908. These scores are greater than the R table which means that the scores are valid. This suggests that the test instrument and the scoring rubric can be used in assessing EFL students’ critical thinking skills particularly on the ability to analyze an issue, propose suitable solution, provide logic argument, and use of relevant evidence.
{"title":"Developing an Instrument to Assess EFL Learners’ Critical Thinking Skills in Writing Expository Problem-Solution Essays","authors":"Jumariati Jumariati, Eka Puteri Elyani, Nawal Nawal, Suci Larasati","doi":"10.37745/ijelt.13/vol10n53037","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n53037","url":null,"abstract":"Learning activities that utilize a problem-solving approach are an effort to train students' critical thinking skills. However, to determine the success of learning that develops students' critical thinking skills, teachers should be able to measure the skills using the right instrument. This study is aimed to develop an assessment instrument to measure EFL learners’ critical thinking skills in writing expository problem-solution essays. The participants of the study were advanced students of Academic Writing who participated in the pilot study small and large scales. The analysis found that the scores yielded by the two raters were valid and reliable (r value obtained was .987 and α value for each component was higher than r table .320). Furthermore, the score on each component of assessment namely the depth of analysis was .640, the feasibility of solution was .667, the logic of argument was .795 and the use of evidence was .908. These scores are greater than the R table which means that the scores are valid. This suggests that the test instrument and the scoring rubric can be used in assessing EFL students’ critical thinking skills particularly on the ability to analyze an issue, propose suitable solution, provide logic argument, and use of relevant evidence.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132193642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.37745/ijelt.13/vol10n5111
C. Su
To strengthen the teaching quality of writing courses and students’ active learning, a writing course design based on Fink’s integrated model is presented. With the analysis of situational factors, the proposed course highlights the interactive integration of learning goals, feedback and assessment, and teaching and learning activities. The four primary activities on such a course are discussed in detail. The results can not only develop students’ writing skills in a holistic way, but also provide them with significant learning experience.
{"title":"Incorporating Fink’s Integrated Model to Developing Writing Courses in College","authors":"C. Su","doi":"10.37745/ijelt.13/vol10n5111","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n5111","url":null,"abstract":"To strengthen the teaching quality of writing courses and students’ active learning, a writing course design based on Fink’s integrated model is presented. With the analysis of situational factors, the proposed course highlights the interactive integration of learning goals, feedback and assessment, and teaching and learning activities. The four primary activities on such a course are discussed in detail. The results can not only develop students’ writing skills in a holistic way, but also provide them with significant learning experience.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"51 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123702754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.37745/ijelt.13/vol10no1pp.36-44
Reading, as a basic communication skill, should be acquired by every second language (L2) learner of English to enable the learner fully integrate into the present technological and scientific age. This study investigates the reading deficiencies in students of Girls’ Secondary School Ikenegbu, Owerri, Imo State, Nigeria. The objectives are to identify students’ reading faults and speed, and proffer solutions to them. Three research questions guide the study, one of which is to what extent do reading faults hinder the L2 reader of English? The theoretical framework is based on the Psycholinguistic Theory of Reading. The findings are that though there are reading faults identified, over 80% of the students are able to overcome their challenges. The study recommends, among others, that adequate and consistent reading comprehension exercises be regularly administered to help students overcome the challenges
{"title":"Investigating Reading Deficiencies in Students: A Case Study of Girls’ Secondary School, Ikenegbu, Owerri, Imo State, Nigeria","authors":"","doi":"10.37745/ijelt.13/vol10no1pp.36-44","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no1pp.36-44","url":null,"abstract":"Reading, as a basic communication skill, should be acquired by every second language (L2) learner of English to enable the learner fully integrate into the present technological and scientific age. This study investigates the reading deficiencies in students of Girls’ Secondary School Ikenegbu, Owerri, Imo State, Nigeria. The objectives are to identify students’ reading faults and speed, and proffer solutions to them. Three research questions guide the study, one of which is to what extent do reading faults hinder the L2 reader of English? The theoretical framework is based on the Psycholinguistic Theory of Reading. The findings are that though there are reading faults identified, over 80% of the students are able to overcome their challenges. The study recommends, among others, that adequate and consistent reading comprehension exercises be regularly administered to help students overcome the challenges","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"47 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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