
What advice is proper for EFL students to improve their comprehension levels?
PROCEEDINGS
Atsuko Kuramoto, Toru Ochi, Hiroshima International University, Japan ; Harumi Nishida, Tokyo University of Agriculture, Japan ; Chie Tsurii, Kwansei Gakuin University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper is a report on the findings of a survey conducted on EFL learners in Japan. We conducted the Japanese Reading Span Test (J-RST) by Osaka (2002), two types of computer-based English comprehension tests, and semi-structured interviews on how they tackled those tasks. Data collected were analyzed descriptively and qualitatively. Findings indicated that the J-RST scores along with the learner’s background experiences would be good predictors of performance in comprehension. They also suggested that the levels of vocabulary knowledge, along with the learners’ awareness of their own strategies, had some influence on reading comprehension. In addition, the results suggested written-answer tests had more power to identify learners’ weaknesses than multiple choice questions did. Educators need to give individual learners proper advice in accordance with their test results and learning styles for betterment of comprehension levels.
Citation
Kuramoto, A., Ochi, T., Nishida, H. & Tsurii, C. (2012). What advice is proper for EFL students to improve their comprehension levels?. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1827-1832). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2022 from https://www.learntechlib.org/primary/p/41872/.
© 2012 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Daneman, M. & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal
- Daneman, M. & Green, I. (1986). Individual differences in comprehending and producing words in context. Learning and Verbal Behavior, 19: 450-466.
- Kuramoto, A. & Matsumura, Y. (2001). Text teiji ni yoru shadowing to listening ryoku no kankei (Influence of text-presented shadowing on listening ability in L2). Proceedings of the 41st National Conference of LET: 239 242.
- Kuramoto, A., Shiki, O., Nishida, H., & Ito, K. (2007). Seeking for Effective Instructions for Reading: The Impact of Shadowing, Text-presented Shadowing and Reading-Aloud Tasks. LET Kansai Shibu Shuroku 11: 13-28.
- Kuramoto, A., Nishida, H., Tsurii, C. & Hawthorne, T. (2011). A qualitative research on the impact of short-term intensive shadowing training for English learners at a Japanese university. Presented at the JACET Kansai Chapter Autumn Conference.
- Osaka, M. (2002). Working Memory: The sketchpad in the brain. Tokyo: Shinyo-sha.
- Osaka, M. & Osaka, N. (1992). Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30 (4): 287-289.
- Osaka, M. & Osaka, N. (1994). Working memory capacity related to reading: Measurement with the Japanese version of reading span test. The Japanese Journal of Psychology, 65 (5): 339-345.
- Shiki, O., Kuramoto, A., Ito, K., & Nishida, H. (2005). “ Onsei” wo ikashita koukatekina reading shidoho wo saguru (Seeking for an effective teaching method utilizing“ sound”). Handout for the oral
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References