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All Journal English Education Journal Studies in English Language and Education
Revathi Gopal
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media

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Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text Revathi Gopal; Mahendran Maniam; Kesavan Nallaluthan
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28013

Abstract

To capture learners’ interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners’ reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 ‘C’ grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burke’s In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchell’s (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners’ reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners’ reading habits that require assistance, teachers can plan upcoming reading lessons.
Reading With EDSAW Acronym at Tertiary Level Revathi Gopal; Magdelena Long Mering
English Education Journal Vol 13, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i3.28351

Abstract

This study aims to explore the use of the EDSAW acronym, a reading strategy in locating contextual clues systematically among tertiary-level students. It takes a quantitative research design to answer the research question, ‘How effective is the use of the EDSAW acronym in comprehending a reading text?’ The sample was selected based on a purposive sampling technique that comprised 10 students from a public university who scored band 4 in the Malaysian University English Test (MUET). The data collection technique involves a pre-test and a post-test. A reading text was given during the pre-test where students were tasked to locate contextual clues without using the EDSAW acronym. Then, the same participants were taught to use the acronym in finding contextual clues in a reading text. The mean scores of the pre-test and post-test were compared. The findings revealed that there was a significant increase of 2.3 points in the mean score of the post-test. This study highlights the need for teachers and students to use the reading strategy EDSAW acronym during the teaching and learning of reading in ESL classrooms and fills a void in the area of reading comprehension by enabling students to read more independently.
Co-Authors Kesavan Nallaluthan Magdelena Long Mering Mahendran Maniam