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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dc.contributor.authorKemaloglu-Er, Elif
dc.date.accessioned2025-01-06T17:24:17Z
dc.date.available2025-01-06T17:24:17Z
dc.date.issued2019
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractThe 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.
dc.identifier.endpage297
dc.identifier.issn2148-7782
dc.identifier.issn2148-9599
dc.identifier.issue17
dc.identifier.startpage288
dc.identifier.trdizinid399555
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/399555
dc.identifier.urihttps://hdl.handle.net/20.500.14669/1172
dc.identifier.volume0
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofRumeliDE Dil ve Edebiyat Araştırmaları Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.titleThe effects of teacher’s reading aloud versus students’ silent reading on surface and deep level comprehension: A quasi-experimental study from a tertiary context
dc.typeArticle

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