Assessing English Oral Reading Fluency of Kurdish EFL Students at University of Duhok
الكلمات المفتاحية:
EFL Oral Reading Fluency, Modeling Technique, MDFS Model
الملخص
This study aims to identify the overall oral reading fluency level of the Kurdish EFL first- and second-year students at the English Language Department, College of Basic Education, the University of Duhok, over two years of their first and second years of study, 2020 – 2021. Besides, it aims to find out the significant difference between the Kurdish EFL first- and second-year students in the level of oral reading fluency according to MDFS dimensions. This paper also aims to determine the significant difference in the level of oral reading fluency between the first -and second-year students according to the gender variable. Seventy-four Kurdish EFL students participated in the study. Cover-to-Cover 1& 2 textbooks were used to train students based on a modeling technique. Then, the level of students’ oral reading fluency was measured based on the four dimensions of the MDFS model; Expression and volume, phrasing, smoothness, and pacing. The data were analyzed using the Statistical Package for Social Science (SPSS 24). Results have revealed that students achieved a low overall oral reading fluency level; however, the level of second-year students has improved in pacing, smoothness, phrasing, expression and volume dimensions, respectively. It is recommended that teachers should expose their students to as many extensive and intensive reading passages as possible.
المراجع
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20. Nation, P. (2014). Developing fluency. In T. Muller, J. Adamson, P. Brown, S. Herder. Exploring EFL Fluency in Asia. (pp. 11-25). Palgrave Macmillan.
21. Park, J. (2018). Does reading fluency predict reading comprehension of Korean middle school EFL learners? Modern English Education, 19 (4): 50-58.
22. Pey, K. C., Min, L. H. & Wah, L. L. (2014). Relationship between oral reading fluency and reading comprehension among ESL students. GEMA Online Journal of Language Studies, 14 (3): 19-32.
23. Rahmawati, A., Rosmalina, I., & Anggraini, H.W. (2020). Prosodic reading and reading compreension in university. EduLite: Journal of English Education, Literature, and Culture, 5 (1), 89-108. DOI: http://dx.doi.org/10.30659/e.5.1. 89-108.
24. Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7: 3-12.
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28. Saat, F. & Özenç, E., G. (2022). Effect of self-evaluation-based oral reading method in elementary school of reading fluency and reading comprehension. Participatory Education Research, 9 (2): 437-462.
29. Sinambela, S. E. (2017). Prosody as a Tool for assessing reading fluency of adult ESL students. Advances in Language and Literary Studies. 6(8), 83-87. doi 10.7575/aiac.alls.
30. Van Dijk, W. (2018). The influence of student characteristics on early elementary oral reading fluency. Journal of Special Education Apprenticeship 7.1, 1-10.
31. Waring, R. (2014). Building fluency with extensive reading. In T. Muller, J. Adamson, P. S. Brown, S. Herder. Exploring EFL Fluency in Asia. (pp. 213-230). Palgrave Macmillan.
32. Yang, S. (2021). Constructing diagnostic reading assessment instruments for low-level Chinese as a second language learners. Reading in a Foreign Language, 33 (2): 212-237.
33. Yorio, C., A. (2006). Some sources of reading problems for foreign-language learners. Language Learning, 21 (1): 107-115.
2. Amin, E. A. (2022). Using repeated-reading and listening –while-reading via text-to speech APPs. in developing fluency and comprehension. World Journal of English Language, 12 (1): 211-220.
3. Bailly, G., Godde, E., Piat-Marchand, A., & Bosse, M. (2022). Automatic assessment of oral readings of young pupils. Speech communication, Elsevier: North-Holland, 2022, 138, pp.67-79. 10.1016/j.specom.2022.01.008. hal-03585934.
4. Banitalebi, Z., Jabbari, A., A., Tilwani, S., A., & Razmi M. H (2021). Effects of bilingualism on reading fluency: An analysis of pausing patterns of Iranian learners of English as a third language. Hindawi Education Research International: 1-9. https://doi.org/10.1155/2021/9200025.
5. Browning, J. (2003). Why teachers should use timed reading in ESL classes. The Internet TESL Journal, 9 (6): 1-6. http://iteslj.org/.
6. Day, R. R. & Harsch, K. (2008). Cover to cover 2 reading comprehension and fluency. Oxford University Press.
7. Day, R. R. & Yamanaka, J. (2007). Cover to cover1 reading comprehension and fluency. Oxford University Press.
8. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
9. Grabe, W. (2010). Fluency in reading—thirty-five years later. Reading in a Foreign Language, 22 (1): 71-83.
10. Grabe, W. (2014). Key issues in L2 reading development. In Proceedings of the 4th CELC Symposium for English Language Teachers-Selected Papers (pp. 8-18).
11. Mahendra, M.W. & Marantika, I. M. Y. (2020). The phonological interference in EFL reading. English Language, Literature, and Teaching, 5(1), 27-34 doi: 10.32528/ellite.v5i1.3272.
12. Maluch, J. T. & Sachse, K. A. (2020). Reading in developing L2 learners: The interrelated factors of speed, comprehension and efficiency across proficiency levels. The Electronic Journal for English as a Second Language, 24 (1): 1-17.
13. Milliner, B. (2021). Stories of avid extensive readers in a university-level EFL course. Journal of Extensive Reading: 8(1). https://jalt-publications.org/content/index.php/jer/ issue/view/10.
14. Milliner, B. (2021). The effects of combining timed reading, repeated oral reading, and extensive reading. reading in a foreign language, 33 (2): 191-211.
15. Morrison, T., G. & Wilcox, B. (2020). Assessing expressive oral reading fluency. Education Sciences, 10 (59): 1-13.
16. Nation, I. S. P. (2005). Reading faster. PASAA, 36, 21-37.
17. Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge.
18. Nation, P. & Macalister, J. (2021). Teaching ESL/EFL reading and writing. 2nd ed. Routledge Taylor & Francis Group.
19. Nation, P. (2009). Reading faster. International Journal of English Studies, 9 (2): 131-144.
20. Nation, P. (2014). Developing fluency. In T. Muller, J. Adamson, P. Brown, S. Herder. Exploring EFL Fluency in Asia. (pp. 11-25). Palgrave Macmillan.
21. Park, J. (2018). Does reading fluency predict reading comprehension of Korean middle school EFL learners? Modern English Education, 19 (4): 50-58.
22. Pey, K. C., Min, L. H. & Wah, L. L. (2014). Relationship between oral reading fluency and reading comprehension among ESL students. GEMA Online Journal of Language Studies, 14 (3): 19-32.
23. Rahmawati, A., Rosmalina, I., & Anggraini, H.W. (2020). Prosodic reading and reading compreension in university. EduLite: Journal of English Education, Literature, and Culture, 5 (1), 89-108. DOI: http://dx.doi.org/10.30659/e.5.1. 89-108.
24. Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7: 3-12.
25. Rasinski, T. V. (2004). Assessing reading fluency. Pacific Resources for Education and Learning (PREL).
26. Robson, C. (2011). Real world research. 3rd ed. John Wiley & Sons Ltd.
27. Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs. In J. McKinley, & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 133–143). Routledge
28. Saat, F. & Özenç, E., G. (2022). Effect of self-evaluation-based oral reading method in elementary school of reading fluency and reading comprehension. Participatory Education Research, 9 (2): 437-462.
29. Sinambela, S. E. (2017). Prosody as a Tool for assessing reading fluency of adult ESL students. Advances in Language and Literary Studies. 6(8), 83-87. doi 10.7575/aiac.alls.
30. Van Dijk, W. (2018). The influence of student characteristics on early elementary oral reading fluency. Journal of Special Education Apprenticeship 7.1, 1-10.
31. Waring, R. (2014). Building fluency with extensive reading. In T. Muller, J. Adamson, P. S. Brown, S. Herder. Exploring EFL Fluency in Asia. (pp. 213-230). Palgrave Macmillan.
32. Yang, S. (2021). Constructing diagnostic reading assessment instruments for low-level Chinese as a second language learners. Reading in a Foreign Language, 33 (2): 212-237.
33. Yorio, C., A. (2006). Some sources of reading problems for foreign-language learners. Language Learning, 21 (1): 107-115.
منشور
2022-09-29
كيفية الاقتباس
Araz Bashar Mohammed Ali, & Dr. Vian Mikhail Poulis. (2022). Assessing English Oral Reading Fluency of Kurdish EFL Students at University of Duhok. Journal of Arts, Literature, Humanities and Social Sciences, (83), 282-299. https://doi.org/10.33193/JALHSS.83.2022.726
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القسم
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