Camtree Digital Library (Univ. of Cambridge)
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How to support students to cope with reading comprehension problems?
No full textContext: Conducted in a small Grade 11 class (16-17 years old) in Thailand, this study investigates reading comprehension challenges. Despite previous exposure to English reading strategies, students struggled with understanding texts and frequently resorted to dictionaries and translation apps.
Aims: To identify factors affecting students' reading comprehension and to explore effective support strategies.
Methods: Utilizing questionnaires, class observations by colleagues, and the teacher's reflective journal, the research sought to understand students' perceptions, preferences in reading texts, and the challenges faced in reading comprehension activities.
Findings: Students recognized the importance of reading in English for future academic and career prospects but faced difficulties, especially with vocabulary. They preferred fiction and showed interest in topics relevant to their lives. Vocabulary matching tasks and comprehensive reading posed significant challenges. The implementation of Guessing-Reading-Summarising (GRS) activities helped enhance comprehension skills, though difficulties with vocabulary persisted for some.
Implications: The study highlights the need for engaging reading materials and strategies that support vocabulary development and comprehension skills, suggesting a focus on interactive and student-centered learning approaches to improve reading outcomes
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
No full textBackground and purpose
This inquiry aims to explore what happens when microblogging is introduced as a tool to facilitate an online community of practice. For many of our schools, online teaching during the pandemic was the predominant way of teaching and although some have now resumed face-to-face teaching many are still using a blended learning approach. Teachers are concerned that when teaching online some students are no longer participating and that this is hindering their progress.
Aims
The goal was to identify whether Talkwall (a microblogging tool) could create opportunities for online teaching to become more dialogic. Any change would be measured by the coding of group dialogue based on the T-SEDA analysis framework (T-SEDA Collective 2021).
Study design or methodology
The intervention involved three teachers based in Pakistan who were willing to discuss how they use a scheme of work over the course of two sessions. The first session was held over Teams with a question and answer format. The second session was also held over Teams but with the added intervention of a microblogging tool to help create a more dialogic environment. Teachers were also introduced to the concept of ground rules for talk.
Findings
The initial findings indicate that instances of inviting others to build upon ideas increased with the use of Talkwall. Contributions also increased among the participants as they began to lead the conversation while using the microblogging tool and implementing the ground rules discussed.
Conclusions, originality, value and implications
The use of microblogging is something for teachers to consider using when online teaching to help create a more dialogic environment in conjunction with dialogic pedagogical strategies
A case study of a small-group teacher-led pull-out EAL intervention for Form 2 pupils in a Hong Kong Direct Subsidy School
No full textIn an English Medium Instruction (EMI) school all lessons and assessments are conducted in English, irrespective of the students' native language or country of residence. When the school admits a student with limited English, policy dictates that it must provide the resources to improve their English skills. The literature around language development and school-based interventions presents a range of ways that this support can be provided. This case study asks to what extent a small-group teacher-led pull-out EAL intervention can help Form 2 pupils in an EMI Hong Kong Direct Subsidy School (DSS) develop in English? Using a combination of semi-structured interviews, observations and secondary data, the study concludes that there is value in the small-group approach, but that the school's lack of capacity to continue the support beyond the initial upskilling in Form 2 means that the consequences of this decision may become visible in senior years when students need to prepare for their public exams. It recommends that lesson activities focused on listening and speaking skills and reading and writing tasks must be further developed and implemented. It further suggests that technology may be a useful way to do this
Differences in speaking ability among boys and girls in the classroom
No full textContext: The study took place in a teacher training institution in Nigeria, where the researcher observed poor participation in speaking activities among her English language students. The students, aged 17-22, had a limited background in English, as they primarily communicated in their mother tongue. This situation led to the researcher's concern about the differences in speaking abilities between male and female students.
Aims: The main aim was to explore the reasons behind the differences in speaking abilities between male and female learners in the classroom. The researcher sought to understand how boys and girls participated in speaking activities, the challenges they faced, and the types of speaking activities they preferred. Additionally, she aimed to identify effective strategies to improve their speaking skills and boost their confidence.
Methods: The researcher employed a combination of qualitative methods over a three-week period, including maintaining a teaching journal, classroom observations, and conducting focus group interviews with 15 students and 13 colleagues. She used reflective notes to record her observations and analyse the different speaking activities preferred by boys and girls. The study concluded with a series of structured speaking activities, such as pair conversations, debates, and pronunciation exercises, followed by an evaluation through focus groups and questionnaires.
Findings: The study revealed that boys were more affected by difficulties in speaking than girls, particularly in pronunciation and grammar due to the influence of their mother tongue. Boys preferred interactive activities like debates, role plays, and conversations in pairs, which helped them feel more confident. Girls generally performed better in speaking activities, as they were more composed and less afraid of making mistakes. The findings highlighted that socio-economic background and lack of exposure contributed to these differences in speaking abilities.
Implications: Teachers might consider incorporating more interactive and supportive speaking activities that cater to the preferences of male students, such as debates and role plays, to boost their confidence. Additionally, focusing on pronunciation and grammar could help alleviate the boys' fear of making mistakes. Teachers may also benefit from creating a classroom environment that encourages participation without fear of mockery, as this was shown to significantly improve students' willingness to speak
Differences in reading fluency of girls and boys in Year 5
Get PDFContext: This study took place at ICICE Al Noor Academy in Abuja, Nigeria, focusing on Year 5 students' reading fluency. The class consisted of 11 female and 8 male learners, all English language learners from an upper-middle-class background. The teacher noticed that while boys showed accuracy in reading, they lacked fluency and expressive skills compared to girls, who were more eager to read aloud. The study aimed to explore these differences and improve reading fluency for all students.
Aims: The study aimed to understand the reasons behind the disparity in reading fluency between boys and girls in Year 5. The researcher sought to identify the students' attitudes towards reading, compare the experiences of colleagues, and refine teaching practices to make reading more engaging for both genders. An additional goal was to develop strategies that could enhance boys' confidence and fluency in reading.
Methods: The researcher employed several methods for data collection: a reflective journal, a focus group interview with seven English teachers, and questionnaires for the students. The reflective journal helped document expectations and observations. The focus group provided insights into whether other teachers observed similar patterns. Questionnaires collected students' feelings about reading and their suggestions for improvement. This multi-faceted approach aimed to gather comprehensive data on the reading habits and attitudes of both genders.
Findings: The study found that girls were more comfortable and expressive when reading aloud compared to boys, who often felt nervous or shy. The girls also engaged more frequently with reading materials outside of school. Colleagues' observations confirmed that girls generally showed more confidence in reading. The disparity in reading fluency was linked not to skill differences but to a lack of confidence among the boys. Implementing strategies like modelling fluent reading, introducing guiding questions, and pairing students of different genders helped improve fluency and confidence over a four-week period.
Implications: Teachers may consider incorporating varied reading strategies and pairing activities to enhance engagement and fluency among students. Encouraging mixed-gender collaboration and giving students a voice in their learning can also improve confidence and reduce gender disparities in reading skills. Teachers should monitor group dynamics to ensure equal participation
Students' difficulties with reading comprehension
Get PDFContext: The research was conducted at Amina Dyslexia Centre in Kaduna State, Northern Nigeria, focusing on students aged 10 to 14 from mid-income urban families. It explores reading comprehension difficulties in learners with dyslexia.
Aims: To understand the root causes of dyslexic learners' difficulties with reading comprehension and design effective strategies to enhance their reading and comprehension skills.
Methods: Data collection involved a focus group interview with eight learners and reflective journaling by the teacher, aiming to capture both learner perceptions and teacher insights on reading comprehension challenges.
Findings: Learners experienced difficulty with word pronunciation and vocabulary, affecting their comprehension. The teacher identified a lack of understanding of text structure and foundational vocabulary as key barriers. An action plan incorporating age-appropriate texts, spelling rule revision, read-aloud sessions, pair reading, and vocabulary instruction improved learners' comprehension and engagement.
Implications: Tailoring reading strategies to the needs of dyslexic learners, including the use of appropriate texts and collaborative learning approaches, can improve comprehension. This study highlights the value of reflective practice and learner involvement in overcoming educational challenges
What strategies improve students confidence to speak in the target language?
Get PDFContext: This study takes place in Kuthong Phitthayalai School, a rural upper secondary school in Khon Kaen, Thailand. It focuses on Grade 11 students (17 years old) who have shown reluctance to participate in speaking activities in English, despite studying the language since Grade 7.
Aims: To explore the reasons behind students' hesitance to speak English, to evaluate the effectiveness of various speaking activities, and to identify strategies to boost their confidence in speaking English.
Methods: The teacher employed reflective journals, observation forms, and focus group interviews over a three-week period to assess students' attitudes towards speaking English and the challenges they face.
Findings: Students enjoyed speaking English in game-based activities but were hesitant to speak individually due to fear of making mistakes and a lack of confidence in their language skills. Strategies such as brainstorming, group work, and focusing on familiar topics helped increase their confidence.
Implications: Incorporating interactive and familiar context-based activities, along with peer support, can enhance students' confidence in speaking English. Encouraging group work and using a variety of engaging methods to practice speaking can improve language learning outcomes
Improving questioning techniques to enhance children's critical thinking during shared book reading time in an Early Years setting in Switzerland
No full textLearning to ask questions effectively is a key skill of the teacher. Observing other teachers' use of questioning is helpful but may not clarify what types of questions are most effective. This piece of action research was carried out with a small group of children just starting school, with the aim of encouraging their critical thinking through well-planned questions. Using a cyclical action research approach, interviews, observations, mentor discussions, and audio recordings were used to analyse the types of questions and wait time being used. From the data collected it was evident that the practitioner's questioning progressed from lower-order questions in the first reading, to a good mixture of question types in the final reading, targeted at the children's varying abilities. From observation feedback and critical conversations with the mentor and, it became apparent that the children were responding, participating in discussions, and asking their own questions, a sign of critical thinking. Future research opportunities are discussed, with suggested analysis of the types of response being potentially useful to gauge understanding
A breakthrough in grammar lessons!
No full textContext: This study was conducted in a Thai secondary school, focusing on enhancing grammar instruction effectiveness for Grade 11 students.
Aims: To investigate challenges in teaching grammar and identify strategies that increase student participation and comprehension during grammar lessons.
Methods: The teacher utilized reflective journals, video recordings, and student interviews to assess teaching methods and student engagement. Activities were redesigned to be more interactive and communicative.
Findings: Implementing diverse, active learning strategies, such as personalization, online exercises, and collaborative writing, improved student participation and engagement in grammar lessons.
Implications: Incorporating varied interactive activities into grammar instruction can foster a more engaging learning environment, encouraging student participation and enhancing understanding of grammatical concepts
Lifting up students' motivation in the English language learning
No full textContext: Conducted in Djibouti's capital within Fukuzawa and Dogleh middle schools, this study explores the motivational challenges faced by students aged 15-16 in learning English, amidst a dominant French linguistic environment.
Aims: The research aims to uncover the root causes of students' lack of motivation towards English language learning and to identify effective strategies to enhance their engagement.
Methods: Utilizing questionnaires for 50 students and interviews with five students and five teachers, the study sought to gather perceptions on language learning motivation and barriers.
Findings: The investigation revealed that a significant number of students (30 out of 50) were demotivated due to the perceived irrelevance of English in a Francophone context, feelings of isolation in their learning journey, and fear of making mistakes. Teachers identified a lack of resources, large class sizes, and students' personal issues as additional challenges.
Implications: Emphasizing the need for supportive and resourceful teaching strategies, the study suggests fostering an inclusive and expressive classroom environment. This includes involving students in lessons, providing moral support, and creating a joyful and safe atmosphere to mitigate demotivation and encourage active participation in English learning