Volume 30, No. 1

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 5 of 11
  • Item
    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2018-04) RFL Staff
  • Item
    The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners by Shiyu Wu
    (University of Hawaii National Foreign Language Resource Center, 2018-04) Dolosic, Haley
  • Item
    Literature Into the Classroom by Amos Paran & Pauline Robinson
    (University of Hawaii National Foreign Language Resource Center, 2018-04) Altalhab, Sultan
  • Item
    L2 reading fluency progression using timed reading and repeated oral reading
    (University of Hawaii National Foreign Language Resource Center, 2018-04) Shimono, Torrin R.
    The progression of silent reading rates and reading comprehension were examined among Japanese university students (N = 55) over one academic semester. Participants were divided into three quasi-experimental groups. The first group practiced a combination of timed reading and repeated oral reading with attention paid to chunking and prosody. The second group practiced timed reading exclusively. The comparison group engaged in oral communication training. Reading rate data were examined using four scoring methods. The results indicated that the treatment groups made statistically significant rate gains, ranging from 13 to 27 standard words per minute. While comprehension percentages were slightly below 70% for both groups, rate gains were accompanied by comprehension increases during the treatment. Both treatment groups outperformed the comparison group in terms of rate and comprehension. While no statistically significant differences were found between the treatment groups, both types of practice were efficacious in promoting second language reading fluency.
  • Item
    Bringing extensive reading and reading strategies into the Taiwanese junior college classroom
    (University of Hawaii National Foreign Language Resource Center, 2018-04) Shih, Ying-Chun ; Chern, Chiou-lan ; Reynolds, Barry Lee
    An intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class showed reading proficiency improvements and increased use of reading strategies, especially strategies activating background knowledge. Furthermore, reading proficiency could be differentiated by learners’ use/disuse of context to aid reading comprehension. Outcomes shed light on English reading instruction in Taiwan and offer language teachers an alternative to the traditional approach. Guidelines helpful in designing quality instructional procedures to improve vocational school students’ reading proficiency and pedagogical implications for reading strategy instruction in the global language classroom are discussed.