Enhancing Iranian EFL Students' Reading Fluency with Real-time Feedback through Adaptive Online Reading Instruction System
الموضوعات : Journal of Applied Linguistics Studies
Nima Alizadeh
1
,
Mehran Davaribina
2
,
Reza Khorasani
3
1 - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2 - Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
3 - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
الکلمات المفتاحية: Real-time Feedback, Reading Fluency, Computer-Assisted Language Learning, Adaptive Online Reading Instruction System,
ملخص المقالة :
The present research was an attempt to evaluate the effectiveness of an adaptive online reading instruction with real-time feedback on the reading fluency of Iranian EFL learners and the perceptions of Iranian EFL students and teachers towards the use of the system. To this end, 60 out of 147 Iranian EFL students were selected based and a placement test, and equally divided into equal experimental and control groups. Before the instruction, a reading pretest was administered. The experimental group received instruction using adaptive online reading instruction. The system gave each participant unique reading tasks based on what they needed and how well they could read. There were timed reading tasks, comprehension quizzes, pronunciation drills, and other interactive activities in Hi-ELINA that helped with reading fluency. The instruction lasted for ten sessions. In contrast, the control group was taught through conventional reading instruction. Finally, a reading post-test was conducted. The data were analyzed based on an independent-sample t-test to compare the performance of the pretest and post-test. The findings revealed that there was a significant difference in the reading fluency scores of the experimental and control groups, verifying the efficiency of the adaptive online reading instruction with real-time feedback on reading fluency. In addition, the qualitative findings indicated that both Iranian EFL learners and teachers argued that the adaptive online reading instruction system was well-received by participants and that the real-time feedback provided was effective in improving their reading fluency.
Ahmadian, M., Amerian, M., & Goodarzi, A. (2015). A Comparative study of paper-based and computer-based contextualization in vocabulary learning of EFL students. Advances in Language and Literary Studies, 6(2), 96-97. URL: http://dx.doi.org/10.7575/aiac.alls.v.6 n.2p.96 doi:10.7575/aiac.alls.v.6n.2p.96
Alamri, H., Lowell, V., Watson, W. & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: learner self-determination and intrinsic motivation. Journal of Research Technology. Education. 52, 322–352. doi: 10.1080/15391523.2020.1728449
Alamri, H. A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education. TechTrends 65, 62–78. doi: 10.1007/s11528-020-00530-3
Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2021). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72(1), 101–130. https:// doi.org/10.3102/00346543072001101
Campbell, L. O., Sutter, C. C., & Lambie, W. G. (2019). An investigation of the summer learning effect on fourth grade students’ reading scores. Reading Psychology, 40, 465–490. https://doi.org/10.1080 /02702711.2019.1629516
Graf, S., & Kinshuk. (2022). Adaptive learning environments. In M. Spector, B. Lockee, & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1-25). Springer.
Jung, E., Kim, D., Yoon, M., Park, S., and Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computer Education, 128, 377–388. doi: 10.1016/j.compedu.2018.10.001
Kamil, M. L., & Chou, H. K. (2009). Comprehension and computer technology: Past results, current knowledge, and future promises. In S. E. Israel, & G. G. Duffy (Eds.), Handbook of Research on Reading Comprehension. Routledge. https://doi.org/10.4324/9781315759609-25
Kim, Y., Cho, Y., & Lee, S. (2015). The effects of real-time feedback on the reading fluency of English language learners. Computer Assisted Language Learning, 28(3), 189-205. https://doi.org/10.1080/09588221.2013.876042
Lee, J., & Huang, H. (2018). Enhancing reading fluency through mobile-assisted language learning with real-time feedback. Language Learning & Technology, 22(2), 116-134.
Lee, Y., Lin, H., & Chen, H. (2019). Effects of an online reading program on struggling American readers' reading abilities. Computers & Education, 141, 103612. https://doi.org/10.1016/j.compedu.2019.103612
Li, Y., & Xiong, J. (2019). Extensive reading for vocabulary acquisition in EFL context: A mixed methods study. System, 85, 102146. https://doi.org/10.1016/j.system.2019.102146
Mousavi, S. S., & Nemati, A. (2019). A comparative study of the Iranian EFL two different formats: Paper & pencil vs. software. Journal of Studies in Learning and Teaching English, 6(1), 113-131. https://www.civilica.com/Paper- LLLD01-LLLD01_003.html
Naraghizadeh, M., & Barimani, S. (2020). The effect of CALL on the vocabulary learning of Iranian EFL learners. Journal of Academic and Applied Studies, 3(8), 1-12.
Navarro, J. J., & Mourgues-Codern, C. V. (2018). Dynamic assessment and computerized adaptive tests in reading processes. Journal of Cognitive Education and Psychology, 17(1), 70–96.
Nguyen, H. T. M., Nguyen, H. T., & Nguyen, N. M. (2020). The effectiveness of a mobile application for EFL reading instruction in Vietnam. Computer Assisted Language Learning, 33(5-6), 567-590. https://doi.org/10.1080/09588221.2018.1499480
Ostovar-Namaghi, S. A., & Malekpur, A. (2018). Vocabulary learning strategies from the bottom-pp: A grounded theory. The Reading Matrix: An International Online Journal, 15(2), 235-251. https://eric.ed.gov/?id=EJ1075959 Accessed 11 October 2019.
Sung, Y. T., Chang, K. E., & Huang, J. S. (2022). Reading Comprehension and Use of Strategies through Computer-Based Strategy Training. Computers in Human Behavior, doi:10.1016/j.chb.2007.05.009.
Vernadakis, N., Avgerinos, A., Tsitskari, E. & Zachopoulou, E. (2021). The use of computer assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education, 33(2), 99-104.
Wang, B. T., Teng, C. V., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100-104.http://dx.doi.org/10.7763/IJIET.2015. V5.484
Wang, J., & Sun, Y. (2017). Task-based language teaching in EFL speaking instruction: A mixed methods study. System, 68, 162-173. https://doi.org/10.1016/j.system.2017.06.008
Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5
Xie, Y., & Wang, J. (2017). A systematic review of technology-assisted ESL reading instruction. CALICO Journal, 34(1), 1-23.
Xie, H., Chu, H. C., Hwang, G. J., and Wang, C. C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: a systematic review of journal publications from 2007 to 2017. Computer Education. 140:103599. doi: 10.1016/j.compedu.2019.103599
Yang, Y. T. C., & Chang, C. H. (2016). Current status, opportunities, and challenges of mobile learning in higher education. Computers & Education, 102, 77-89. https://doi.org/10.1016/j.compedu.2016.08.016
Zhu, Z., Wang, L., Li, Y., & Cai, J. (2018). Adaptive learning in computer-assisted language learning: A literature review. Journal of Educational Technology & Society, 21(2), 78-92.
Zulfiani, Z., Suwarna, I. P., & Miranto, S. (2018). Science education adaptive learning system as a computer-based science learning with learning style variations. Journal of Baltic Science Education, 17(4), 711-727. Retrieved from http://www. scientiasocialis.lt/jbse/files/pdf/vol17/711-727.Zulfiani_JBSE_Vol.17_No.4.pdf
