Investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill: A Case Study of First Year Students of English at College of Education- Sudan University of Science and Technology (Published)
This research article is aiming at investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill. Subjects were 40 male university students in the English Department, College of Education, SUST. They were randomly assigned into two groups: The experimental group using cooperative reading strategies and the control group using a traditional method of instructions. The study reached the following findings: firstly, students of first year can develop batter reading skills by implementing cooperative learning in the learning process. Secondly, students’ performance improved significantly, and they developed better attitudes towards learning English via cooperative learning strategy. Finally, in cooperative learning, students are motivated and less reluctant. Also, the study recommends the following: first, teachers of English should adopt cooperative learning methods in the teaching and learning process. Second, students should be provided with enough opportunities in the learning process, and more importantly, they should be encouraged to implement cooperative learning methods both in and out the classroom.
Citation: Mohammed T.A.E., Yousif T.A.A. and Ali M.A.T (2023) Investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill: A Case Study of First Year Students of English at College of Education- Sudan University of Science and Technology, International Journal of English Language Teaching, Vol.11, No.1, pp.,34-40
Keywords: Cooperative learning, EFL, Reading, Strategy, students’ reading skills
The State of Reading in Tertiary Institutions: A Pragmatic Analysis of a Ghanaian University (Published)
Positive attitude towards learning, ability to independently think and work, ability to inquire, good command over English language are often considered characteristics of a tertiary education student. To excel, the student must be able to read and make meaning out of what is read as reading underlies all forms of academic study and is crucial to academic success (Grabe, 2009). This study investigated the state of reading among tertiary education students. The sequential explanatory mixed method design was employed for the study. Systematic and convenient sampling techniques were used to sample 1169 students from which data was sought through the use of questionnaire and observation check list. Data was analysed using both descriptive (frequency counts, means and standard deviation) and inferential (t-test and ANOVA) statistics. The study findings indicated the existence of poor reading attitude among tertiary education students as the reading culture of majority of the students was the reading of their course materials only. To improve reading habits among tertiary students, recommendations provided include: sensitization of lecturers and students, giving tasks that require students to read beyond their course materials and presentation of greater sections of courses through individual and group presentation to enhance their development of good and critical reading skills and ensure improvement in their reading habits.
Agbevivi S.L.G (2022) The State of Reading in Tertiary Institutions: A Pragmatic Analysis of a Ghanaian University, International Journal of English Language Teaching, Vol.10, No.5, pp.,12-29
Keywords: Reading, Reading Habits, reading attitude, reading culture, tertiary education students.
News Presentation in Class as an Activity to Teach Integrated Skills in EFL in Africa (Published)
To make their learners achieve good competency in second or foreign language, teachers need to be careful in the choice of techniques, approaches and activities they use. Unfortunately, many teachers and course books separate the four macro skills in their teaching approach. The language which should be seen as a whole is taught in a segregated way, i. e. with whole lessons / sessions on listening, speaking, reading or writing skills. Language, whose prime objective is communication, is thus compartmentalised and leads to poor users. A good reader, listener or writer of a language is not necessarily a competent user of it in real communication situations. This paper proposes the presentation of news in class as an activity to integrate the four macro skills in teaching English as a Foreign Language. It is an exercise which involves the active participation of the whole class, considerably reduces the teacher talking time while increasing that of the learners.
Keywords: Integrated Skills, Listening, News, Participation, Reading, Speaking, writing
Improving Language Proficiency and General Knowledge: A Case for Free Voluntary Reading (Published)
Free voluntary reading is just as its name states. It is free reading; free in the sense that students chooses what material they want to read, choose to read or not to read and to report in class on the reading they have done or not. It is purely reading with no strings attached. This is a strategy voiced by Stephen Krashen and quite a good number of language educators have decided it is worth a short. Research reports support the assertion that those who read more do better in a wide variety of tests. They become better users of language and have a wider horizon of life. They are also reported to have a greater general knowledge. It is in view of these that this paper recommends FVR as a probable solution to the lamentably poor standard of English in schools and the general poor academic outcomes.
Keywords: Academic Outcome, Education, Knowledge, Language, Reading, Student
Different Comprehension Strategies to Improve Student’s Reading Comprehension (Published)
Comprehension is the ultimate goal of all reading; that is, the ability to understand a text underlies all reading tasks. Thus, main-idea comprehension should be at the core of all reading instruction. In most classes, comprehension is tested as the class reviews post-reading comprehension questions. Instead of testing comprehension, we can help our students by teaching comprehension. Simply put, reading comprehension is the act of understanding what you are reading. While the definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Reading comprehension is one of the pillars of the act of reading. The use of effective comprehension strategies that provide specific instructions for developing and retaining comprehension skills, with intermittent feedback, has been found to improve reading comprehension across all ages.
Keywords: Comprehension, Feedback, Instructions, Interactive, Reading, Teaching