Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

JALDA

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

The Role of Guided Reading Method in Reading Comprehension Improvement of Iranian Oil and Gas Industry Engineers

Document Type : Research Article

Authors

1 Associate Professor, Multimedia Faculty, Tabriz Islamic Art University, Tabriz, Iran, https://orcid.org/0000-0001-7609-884X

2 M.A. in TEFL, University of Tabriz, Tabriz, Iran, https://orcid.org/0000-0003-0974-2361

Abstract

One of the necessities of learning foreign languages is reading comprehension, particularly for adult learners. Also, reading interest of learners would be developed considering the time spent to learn different literacy. The current research aimed at exploring it as a contributing factor when learners are engaged to comprehend and read. The present empirical work was conducted to describe the impact of reading interest and guided reading method on the learners’ reading comprehension. It was conducted in Bushehr province, Iran. In this study, there were 8 instructors and 140 EFL learners of oil and gas industry. The learners were placed into classes through Quick Placement Test. Research design was mixed method design. Quantitative and qualitative research methods were applied. To analyze the data, SPSS software was used and independent samples t-test was employed. The improvement of the experiment group’s post-test scores specified the effectiveness of guided reading method in comparison to explicit reading method. The unstructured interview characterized the instructors’ and learners’ experiences, discoveries, and feelings in using guided reading method. The findings could assist EFL instructors in selecting a method that can facilitate adult learners’ reading comprehension.

Keywords

Main Subjects

Article Title [Persian]

نقش روش خواندن هدایت شده در بهبود درک مطلب مهندسین صنعت نفت و گاز ایران

Authors [Persian]

  • دکتر لیلا دوبختی 1
  • مهشید پناهی 2

1 دانشیار آموزش زبان انگلیسی، دانشکدۀ چندرسانه ای، دانشگاه هنر اسلامی تبریز، تبریز، ایران

2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه تبریز، تبریز، ایران

Abstract [Persian]

یکی از ضروریات یادگیری زبان­های خارجی، درک مطلب به خصوص برای زبان آموزان بزرگسال است. همچنین،  افزایش علاقه­مندی زبان­آموزان به خواندن با در نظر گرفتن زمان صرف شده برای یادگیری دانش­های مختلف خواهد بود. پژوهش حاضر با هدف بررسی درک مطلب به عنوان یک عامل کمک کننده در زمانی که زبان آموزان درگیر درک و خواندن هستند انجام پذیرفته است. کار تجربی حاضر با هدف توصیف تأثیر علاقه به خواندن و روش خواندن هدایت شده بر درک مطلب زبان آموزان انجام شد. این مطالعه در استان بوشهر در کشور ایران برگزار شد. در این پژوهش 8 مدرس و 140 زبان آموز زبان انگلیسی صنعت نفت و گاز حضور داشتند. زبان­آموزان از طریق آزمون قرارگیری سریع در کلاس­ها قرار گرفتند. طرح تحقیق به روش ترکیبی بود. روش تحقیق کمی و کیفی اعمال شده است. برای تجزیه و تحلیل داده­ها از نرم افزار و آزمون تی مستقل استفاده شد. بهبود نمرات پس­آزمون گروه مورد مطالعه، اثربخشی روش خواندن هدایت شده را در مقایسه با روش صریح مشخص کرد. مصاحبه بدون ساختار تجربیات، اکتشافات و احساسات مربیان و زبان­آموزان را در استفاده از روش خواندن هدایت شده بیان کرد. این یافته‌ها می­تواند به مربیان زبان انگلیسی در انتخاب روشی که درک مطلب زبان­آموزان بزرگسال را تسهیل بخشند کمک کند.

Keywords [Persian]

  • خواندن هدایت‌شده
  • درک مطلب
  • روش خواندن
References
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The Journal of Educational Research, 97, 171-185. https://doi.org/10.3200/JOER.97.4.171-185    
Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299-325. https://doi.org/10.1177%2F0033688205052143  
Baker, L. L. (2014). What it takes to succeed: The importance of social support for academically successful middle school English learners. Youth & Society, 49(5), 658–678. https://doi.org/10.1177/0044118X14553581    
Bandura, A. (1994). Encyclopedia of human behavior (Vol. 4). Academic Press.
Burns, B. (2001). Guided reading: A how-to for all grades. Corwin Press.
Chamot, A. U., & El-Dinary, P. B. (1999). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83 (3), 319–338. https://doi.org/10.1111/0026-7902.00025
DeVos, S. A. (2012). Effects of guided reading on first-grade students' reading abilities. Retrieved from http://search.proquest.com/docview/894118855?accountid=28109
Ferguson, J., & Wilson, J. (2009). Guided reading: It’s for primary teachers. Yearbook of College Reading Association, 30 (1), 293–306.
Ford, M. P., & Opitz, M. F. (2011). Looking back to move forward with guided reading. Reading Horizons: A Journal of Literacy and Language Arts, 50 (4). Retrieved from https://scholarworks.wmich.edu/ reading_horizons/vol50/iss4/3   
Fountas, I. C. & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268–84. https://doi.org/10.1002/TRTR.01123
Hornsby, D. (2000). A closer look at guided reading. Eleanor Curtain Publishing.
Hasbun, H. (2006). The role of vocabulary acquisition in students' attitudes towards reading. Revista Communication. 15(1), 37-45.
Iaquinta, A. (2006). Guided reading: A research-based response to the challenges of early reading instruction. Early Childhood Education Journal, 33(6), 413–18. http://dx.doi.org/10.1007/s10643-006-0074-2
Lee, J., Schallert, D. L., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System. 52, 38-50. https://doi.org/10.1016/j.system.2015.04.016
Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65-85. http://dx.doi.org/10.14746/ssllt.2015.5.1.4
Macalister, J. (2014). Teaching reading: Research into practice. Language Teaching, 47(3), 387-397. https://doi.org/10.1017/S026144481400007X
Miller, S. D., & Smith, D. E. P. (1985). Differences in literal and inferential comprehension after reading orally and silently. Journal of Educational Psychology, 77(3), 341-348. https://psycnet.apa.org/doi/10.1037/0022-0663.77.3.341
Ministry of Education of New Zealand. (1996, April). The learner as a reader: Developing reading programs. Wellington, NZ: Learning Media Limited
Morgan, D., Williams, J., Clark, B., Hatteberg, S., Hauptman, G., Kozel, C., & Paris, J. (2013). Guided readers in the middle grades. Middle School Journal, 44(3) 16-24. https://doi.org/10.1080/00940771.2013.11461851  
Swain, C. (2010). ‘It looked like one thing but when we went in more depth, it turned out to be completely different’: Reflections on the discourse of guided reading and its role in fostering critical response to magazines. The United Kingdom Literacy Association, 44(3), 131–136. https://doi.org/10.1111/j.1741-4369.2010.00565.x   
Perkins, M. (2015). Becoming a teacher of reading. London Sage Publications. https://dx.doi.org/10.4135/9781529714890
Pitcher, B., & Fang, Z. (2007). Can we trust levelled texts? An examination of their reliability and quality from a linguistic perspective. The United Kingdom Literacy Association, 41(1), 43–51. https://doi.org/10.1111/J.1467-9345.2007.00454.X
Rog, L. J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K–3. Stenhouse Publishers.
Routman, R. (2000). Conversations: Strategies for teaching, learning and evaluating. Heinemann.
Saiegh-Haddad, E. (2003). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) -; English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717-736. https://doi.org/10.1023/A:1027310220036  
Sainsbury, M., & Clarkson, R. (2008). Attitudes to reading at ages nine and eleven: Full report. National Foundation for Educational Research. https://www.nfer.ac.uk/media/2106/raq01.pdf
Teng, Y. (2009). The Relationship of reading methods and learning styles to Taiwanese 12th Grade male students’ reading comprehension in English. A dissertation presented to The Faculty of the School of Education International and Multicultural Education Department. The University of San Francisco. https://repository.usfca.edu/diss/165   
Yamashita, J. & Kan, K. N. (2011). Examining effects of L2 extensive reading in the cognitive and affective domains. Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010. 375-385. http://orca.cardiff.ac.uk/id/eprint/39305
Whitehead, D., & de Jonge, S. (2013–14). Using guided reading to help students navigate science texts. Journal of Content Area Reading, 10(1), 29–55.
 
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 10, Issue 2
October 2022
Pages 53-70
Files
History
  • Receive Date: 28 April 2022
  • Revise Date: 16 July 2022
  • Accept Date: 25 September 2022
Share
How to cite
Statistics