Fostering reading competence in English as a second language students: exploring motivation, strategies, and contextual factors
DOI:
https://doi.org/10.62305/alcon.v3i7.50Keywords:
Reading; comprehension; learning; strategies; factorsAbstract
This contribution is associated with the research project entitled "Improvement of pedagogical practices in educational institutions in the southern area of Manabí". Reading persists as one of the least popular practices among students of all educational levels in Ecuador, despite its contribution to strengthening communication skills in using a foreign language. This bibliographic review study presents the perspectives of educational practices applied worldwide and analyzes the elements such as motivation and success strategies that contribute to improving reading competence in their students. This work aims to recognize the factors that can influence students' reading comprehension abilities of English as second language (ESL) or as a foreign language (EFL) in various contexts. In pursuit of this objective, the authors reviewed 70 scientific articles available on the Scielo, Web of Science, and Scopus platforms to explain the characteristics of students of English as a second language, the understanding of reading practices, and finally, the review of the influential factors of the process. They concluded that motivation factors, reading strategies, and elements of the student's context affect ESL students' reading comprehension ability.
Downloads
References
Arnold, J. (2007). Affect in language learning (Second Edition). Cambridge University Press.
Arnold, J. (2009). Affect in L2 learning and teaching. Elia, 9(2009), 145-151.
Ausubel, D. P. (1968). Theories of learning. New York: Holt, Rinehart and Winston.
Barranti, C. R. (2001). Defining the knowledge base for interprofessional education (Volume 1). Interprofessional Education Consortium. Institute for Community Collaborative Studies. https://matrixoutcomesmodel.com/MatrixFiles/stuart/Volume1.pdfBa
Barre, P. & Villafuerte, J. (2021). English as a foreign language instruction in Ecuador: An analysis of the Content and Language Integrated-Learning implementation. English Language Teaching Educational Journal, 4(2), 99-112. DOI: 10.12928/eltej.v4i2.4295
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language. London: Routledge & Kegan Paul.
Brown, T. A. (2006). Confirmatory factor analysis for applied research (First edition). Guilford publications.
Calle, A., Calle, S., Argudo, J., Moscoso, E., Smith, A., & Cabrera, P. (2012). Los profesores de inglés y su práctica docente: Un estudio de caso de los colegios fiscales de la ciudad de Cuenca, Ecuador. Maskana, 3(2), 1–17. DOI: https://doi.org/10.18537/mskn.03.02.01
Cabrera-Solano, P., Gonzalez-Torres, P., Solano, L., Castillo-Cuesta, L., & Jiménez, J. (2019). Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children. International Journal of Instruction, 12(4), 365-380. https://doi.org/10.29333/iji.2019.12424a
Chen, L. L., Yunus, M. M., & Maarof, N. (2016). Factors affecting ESL reading comprehension of Malaysian secondary school students. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era (pp. 542-547). https://core.ac.uk/download/pdf/267023575.pdf
Del Pezo, D. A. (2022). Tales and stories to enhance reading skills in 10th grades at Unidad Educativa Guillermo Ordóñez Gómez [Bachelor's thesis]. Universidad Estatal Península de Santa Elena. https://repositorio.upse.edu.ec/xmlui/bitstream/handle/46000/7933/UPSE-TPI-2022-0010.pdf?sequence=1&isAllowed=y
English First, EF (2022). English Proficiency Index. https://www.ef.com.ec/epi/
Farrell, L., Hunter, M., Davidson, M., & Osenga, T. (2019). The Simple View of Reading. Reading Rockets. https://www.readingrockets.org/article/simple-view-reading
Flavell, J. M., Weinert, F. E., & Hershberger, R. J. (2009). The psychology of learning and motivation: Cognition, motivation, and affect (5th ed.). New York: Taylor & Francis.
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Elrbaum. Routledge. New York. https://doi.org/10.4324/9780203053560
Guirao, J., Olmedo, A., and Ferrer, A. (2008). El artículo de revisión. Revista Iberoamericana de enfermeria comunitaria, 1.(1), 1-25. https://www.uv.es/joguigo/valencia/Recerca_files/el_articulo_de_revision.pdf
Habib, M. A., Mustapha, M. A., & Ali, H. (2019). Use of Computer Assisted Instruction to Improve Students' Reading Skill in English Language. Journal on English Language Teaching, 9(1), 32-37. https://files.eric.ed.gov/fulltext/EJ1214406.pdf
Herrera, S. G., & Murry, K. G. (2016). Mastering ESL/EFL methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Pearson.
Huang, S., & Reynolds, M. (2022). Facts That Influence College Students' Reading Motivation. Athens Journal of Education, 9(2), 187-210. https://doi.org/10.30958/aje.9-2-1
Insuasty, A. (2020). Enhancing Reading Comprehension through an Intensive Reading Approach. HOW, 27(1), 69-82. http://orcid.org/0000-0003-4491-5627
Intriago, E., Villafuerte, J., Bello, J., & Cevallos, D. (2019). Teaching and learning English at the university: challenges from the Ecuadorian context. In A. Bon, M. Pini, & H. Akkermans (Eds.), Culture, Citizenship, Participation - Comparative Perspectives from Latin America on Inclusive Education (pp. XX-XX). Pangea. Holland.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Maboe, E., Smith, C. G., Banoobhai, M., & Makgatho, M. (2018). Implementing tablets to teach Reading in Grade 5. Reading & Writing-Journal of the Reading Association of South Africa, 9(1), 1-10. https://doi.org/10.4102/rw.v9i1.197
Macias, Y., & Villafuerte, J. (2020). Teaching English Language in Ecuador: A Review from the Inclusive Educational Approach. Journal of Arts & Humanities, 9(2), 75-90. Doi: http://dx.doi.org/10.18533/journal.v9i2.1854
Maehr, M. L., & Maehr, J. M. (1996). Schools Aren't As Good As They Used to Be; They Never Were. Educational Researcher, 25(8), 21-24. https://doi.org/10.3102/0013189X025008021
Maehr, M. L., & Midgley, C. (1997). Transforming school cultures. Boulder, CO: Westview Press.
McEwan, E. K. (2004). 7 strategies of highly effective readers: Using cognitive research to boost K-8 achievement. Corwin Press.
Parra, M. A., & Encalada, E. G. (2018). The Effects of Using Technologic Strategies WebQuest and MiniQuest on Reading Comprehension Performance of EFL Ecuadorian Students. In International Conference on eDemocracy & eGovernment 2018 (ICEDEG) (pp. 322-327). IEEE. DOI: 10.1109/ICEDEG.2018.8372328
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344. DOI: https://doi.org/10.1016/0361-476X(83)90019-X
Peña, V., & Sánchez, G. (2013). Factors that affect the English language teaching-learning process in Ecuadorian public high schools [Tesis de Licenciado en Ciencias de la Educación mención inglés]. Universidad Técnica Particular de Loja. https://dspace.utpl.edu.ec/bitstream/123456789/7800/1/PENA%20LEDESMA%20VANESSA%20Y%20SANCHEZ%20GLADYS-TESIS.pdf
Richards, J., Platt, J., & Platt, H. (1992). Dictionary of language teaching & applied linguistics. Harlow: Longman.
Robbani, A. S., & Khoirotunnisa, U. (2021). Online English Comics as Reading Materials for English Language Education Department Students. European Journal of Educational Research, 10(3), 1359-1369. https://doi.org/10.12973/eu-jer.10.1.1359
Shaik, I., Abdul, K., & Abdul, R. (2018): The Role of Gender, Socioeconomic Status, and Ethnicity in Predicting ESL Learners’ Reading Comprehension. Reading & Writing Quarterly, DOI: https://doi.org/10.1080/10573569.2018.1462745
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart and Winston.
Uchikoshi, Y., Yang, L., & Liu, S. (2018). Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners. Reading and writing, 31(2), 381-404. http://dx.doi.org/10.1007/s11145-017-9790-9
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wawire, B. & Zuilkowski, S. (2020). The role of vocabulary and decoding language skills in reading comprehension: a cross-linguistic perspective. International Multilingual Research Journal, 1–20. DOI:10.1080/19313152.2020.1753953
Yang, X. (2016). Study on factors affecting learning strategies in reading comprehension. Journal of Language Teaching and Research, 7(3), 586-590. DOI: http://dx.doi.org/10.17507/jltr.0703.21
Zhou, J. & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language. 33(1), 103-125. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/a9f514e6-866b-4ba5-8a7b-250b77ca98a7/content
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Scientific Journal of Educational Innovation and Current Society "ALCON". ISSN 2960-8473
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
