Sessions / Reading

L2 Reading Fluency and L2 Reading Self-Efficacy #590


Sat, Nov 21, 14:00-14:25 JST | Zoom 6

While L2 reading fluency researchers have mainly focused on the linguistic effects of reading fluency treatments, very few studies have examined how gains in reading fluency impact learners’ affect, such as their self-efficacy in L2 reading. Thus, this study focuses on the effects of timed reading, repeated oral reading, and extensive reading on reading fluency while concurrently examining changes in L2 reading self-efficacy among Japanese university students over a one-year period.

Teaching Reading Skills in Surround Sound #422


Sat, Nov 21, 14:35-15:00 JST | Zoom 6

Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.

The Effectiveness of a Paired-Reading Program #319


Sun, Nov 22, 10:45-12:15 JST CANCELLED

Research studies centered on tutorial and cooperative learning suggest that social interaction is fundamental to motivation. Working cooperatively with peers promotes students’ engagement in tasks and increases the efforts they put into the tasks. The aim of the present study is to design, implement, and evaluate the effectiveness of a paired-reading program. The results will provide a useful resource for creating paired reading situations in college English curriculum.

Introducing Slash Reading in the EFL Classroom #589


Sun, Nov 22, 12:50-13:15 JST | Zoom 6

Slash reading is a method for understanding a text by putting slashes where one thought begins and ends. It is considered a helpful method for English learners because they can read a passage in small segments. Given my students’ difficulty with this method, I will argue that the concept of “thought groups” is the key to its successful use and propose ways to enhance their understanding of this concept.

How to Make Evaluative Questions More Critical #714


Sun, Nov 22, 12:50-13:15 JST | Zoom 10

This study focuses on evaluative questions and how they can be modified to critical reading questions. It proposes that the eight elements of thought be used as the essential dimensions of questions to be explored and suggests that learners relate their answers not just to the self but to the real world as well to take more responsibility for their answers. Learners' sample answers are provided to demonstrate the validity of this approach.

Michio Mineshima / Rie Imai /

Oral Reading Fluency Practice for Learner Groups #455


Sun, Nov 22, 13:25-13:50 JST | Zoom 6

Reading fluency is important for developing smooth and accurate readers, and in EFL settings, oral reading fluency activities offer a good way to develop language awareness as well as reading skills. This presentation will explain the research behind reading aloud and offer some suggestions for doing it more effectively in conjunction with assigned textbooks. These include creating parallel texts and reader’s theater.

Classroom Challenges: Your Hard-to-Reach Students #371


Sun, Nov 22, 14:00-15:00 JST | Zoom 6

How do students actually experience your classes? Your hard-to-reach students may be among the over 10.8 million Japanese people with hidden neurodiverse learning differences that they, their teachers, and family may not even be aware of. In this workshop, you’ll get to experience these barriers first hand. What experiences have you had with these kinds of students? Come and share your ideas, and learn some best practice techniques to help these students achieve.

Classroom Pilot Study on Semi-Repeated Reading #537


Mon, Nov 23, 09:30-10:30 JST | Zoom 11

A classroom pilot study with university students in Japan was conducted using “choose your own adventure” style graded readers that allow for some repeated and new reading content in each session. Quantitative data on reading speed and vocabulary; and qualitative data on reading motivation was collected. Reading speeds increased and unknown vocabulary decreased with each session; however, recognition was not entirely retained on post-tests. Reading anxiety decreased while desire to read more increased.