Exploring the role of technology in reading comprehension
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Authors
Bijoyan, Armenui
Issue Date
2024
Educational Level
ISCED 2: Lower Secondary Education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The research was conducted at the Armenian department of the Tsereteli Public School in the village of Tsereteli, Georgia, where resources are limited to textbooks and mobile devices. The focus was on a small class of five 15-year-old students learning English as a foreign language. Observations indicated that the students struggled with reading skills, prompting an investigation into how technology could support their learning.
Aims: The primary aim was to explore the benefits of using technology, specifically apps like Google Lens and Google Translate, to enhance the reading skills of ninth-grade students. The study sought to understand students' preferences for reading materials, their perceptions of the reading strategies taught, and the overall effectiveness of the technology in addressing their reading difficulties.
Methods: Data collection involved a multi-faceted approach, including a questionnaire with 11 questions to capture learners' opinions, a focus group discussion with the five students to delve into their reading preferences and insights about app usage, and a reflective journal maintained by the researcher to document experiences and observations regarding technology's role in the classroom.
Findings: The findings indicated that the use of technology positively impacted students' reading skills. All participants expressed enjoyment in using the apps, allowing them to translate words independently and improve their comprehension. They preferred reading easily understandable texts, such as short stories and comics, but noted challenges related to vocabulary and complex sentences. Furthermore, students found the reading strategies of skimming, scanning, and predicting to be beneficial and motivating for their skill development.
Implications: The study provides insights into the benefits of integrating technology into reading instruction, illustrating that learners appreciated the autonomy and support offered by the apps. It highlights the importance of addressing vocabulary difficulties and suggests that effective reading strategies can enhance engagement. Other educators might consider similar technological tools and strategies to support students facing challenges in reading comprehension.
Aims: The primary aim was to explore the benefits of using technology, specifically apps like Google Lens and Google Translate, to enhance the reading skills of ninth-grade students. The study sought to understand students' preferences for reading materials, their perceptions of the reading strategies taught, and the overall effectiveness of the technology in addressing their reading difficulties.
Methods: Data collection involved a multi-faceted approach, including a questionnaire with 11 questions to capture learners' opinions, a focus group discussion with the five students to delve into their reading preferences and insights about app usage, and a reflective journal maintained by the researcher to document experiences and observations regarding technology's role in the classroom.
Findings: The findings indicated that the use of technology positively impacted students' reading skills. All participants expressed enjoyment in using the apps, allowing them to translate words independently and improve their comprehension. They preferred reading easily understandable texts, such as short stories and comics, but noted challenges related to vocabulary and complex sentences. Furthermore, students found the reading strategies of skimming, scanning, and predicting to be beneficial and motivating for their skill development.
Implications: The study provides insights into the benefits of integrating technology into reading instruction, illustrating that learners appreciated the autonomy and support offered by the apps. It highlights the importance of addressing vocabulary difficulties and suggests that effective reading strategies can enhance engagement. Other educators might consider similar technological tools and strategies to support students facing challenges in reading comprehension.
Description
Keywords (free text)
English language learning, reading comprehension, technology in education, mobile apps, learner preferences, reading strategies, teacher reflection, exploratory action research