The effects of teacher’s reading aloud versus students’ silent reading on surface and deep level comprehension: A quasi-experimental study from a tertiary context
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Tarih
2019
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info:eu-repo/semantics/openAccess
Özet
The research on the effects of teacher’s reading aloud versus students’ silent reading on readingcomprehension in EFL contexts is limited. This study is significant as it is the first of its kindinvestigating the effects of teacher’s reading aloud versus students’ silent reading of an informationaltext on the surface and deep level reading comprehension of tertiary EFL students. 60 preintermediate students of English participated in the study. The research was designed as a quasiexperimental study with an experimental and a control group. The experimental group had aninformational text read aloud to them by the teacher while the control group read the same textsilently. Two measures were used to test the effects of treatments on reading comprehension: amultiple choice text for surface level comprehension and a phrase cloze text for in-depthcomprehension. The findings showed that there was no significant difference between teacher’sreading aloud and students’ silent reading conditions in surface level comprehension, yet students’silent reading was found to be significantly more effective than teacher’s reading aloud in deep levelcomprehension. The study implies that students’ silent reading can be preferred over teacher’sreading aloud in EFL classes when reading informational texts. Another implication signals thepossibility of eclectic in-class reading practices compromising two strategies in accordance with theirfunctions. According to this paradigm, teacher’s reading aloud can be used as a bridge incomprehending the text at the surface level, which could then be followed by students’ silent readingfor in-depth comprehension.
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RumeliDE Dil ve Edebiyat Araştırmaları Dergisi
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0
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17
