The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions

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dc.contributor.authorChang, Anna C-S
dc.date.accessioned2020-05-22T02:11:24Z
dc.date.available2020-05-22T02:11:24Z
dc.date.issued2010-10
dc.description.abstractTo develop reading fluency, a 13-week timed reading activity was integrated into a normal curriculum with the aim of improving students’ reading rates. Participants were 84 college students divided into an experimental and a control group. The test instruments involved pretests and posttests on reading speed and comprehension. Students’ perceptions were based on a final written report toward the end of the course activity. Results show that students doing the timed reading activity increased their reading speed on average by 29 words per minute (25%) and comprehension by .63 (4%). The differences across two time periods for the experimental group were statistically significant but not so for the control group. Students who did the timed reading activity became more confident in their reading and were impressed with the amount of the reading they had done without the teachers’ guidance. Limitations and factors contributing to the outcome are discussed.
dc.identifier.doi10125/66837
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66837
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectreading rate
dc.subjectreading fluency
dc.subjectreading speed
dc.subjecttimed reading
dc.subjectreading perceptions
dc.titleThe effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage303
prism.number2
prism.startingpage284
prism.volume22

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Volume 22, No. 2