The appropriacy of reading texts to develop reading skills
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Authors
Wozie, Geremew
Issue Date
2023
Educational Level
ISCED 5: Short-cycle tertiary education
Curriculum Area
Geographical Setting
Ethiopia
Abstract
Context: This study was conducted at the Ethiopian Police University Peacekeeping Language Centre, focusing on adult intermediate-level police officers in Addis Ababa, Ethiopia. These officers were being prepared for English-speaking UN peacekeeping missions.
Aims: To improve the reading comprehension skills of the students by addressing the appropriacy of reading texts used in class, considering cultural relevance and vocabulary difficulty.
Methods: The research utilized questionnaires, focus group discussions, and a reflective journal, involving 30 students. It aimed to understand students' perceptions of the reading texts, the difficulties they faced, and their suggestions for improvement.
Findings: The study identified that the reading texts were culturally inappropriate for the students, making them difficult to engage with. Additionally, the vocabulary was too challenging, and the allocated time for reading practice was insufficient. Following adjustments to make the texts more culturally relevant and simplify vocabulary, students reported improved comprehension and engagement.
Implications: The research underscores the importance of selecting culturally appropriate and linguistically accessible reading materials to enhance language learning. Materials should be adapted to the cultural context of students and there is a need to ensure vocabulary is comprehensible, facilitating better engagement and learning outcomes.
Aims: To improve the reading comprehension skills of the students by addressing the appropriacy of reading texts used in class, considering cultural relevance and vocabulary difficulty.
Methods: The research utilized questionnaires, focus group discussions, and a reflective journal, involving 30 students. It aimed to understand students' perceptions of the reading texts, the difficulties they faced, and their suggestions for improvement.
Findings: The study identified that the reading texts were culturally inappropriate for the students, making them difficult to engage with. Additionally, the vocabulary was too challenging, and the allocated time for reading practice was insufficient. Following adjustments to make the texts more culturally relevant and simplify vocabulary, students reported improved comprehension and engagement.
Implications: The research underscores the importance of selecting culturally appropriate and linguistically accessible reading materials to enhance language learning. Materials should be adapted to the cultural context of students and there is a need to ensure vocabulary is comprehensible, facilitating better engagement and learning outcomes.
Description
Keywords (free text)
english as a foreign language , reading comprehension , exploratory action research