Is Teacher’s Reading Aloud an Effective Strategy or not?

Year 2013, Volume: 2 Issue: 4, 167 - 175, 27.01.2014

Cansu Yunuslar Güler

Abstract

 

This study briefly states the nature of reading comprehension, and the characteristics and usage of the reading aloud (RA) strategy in EFL. RA is a traditionally neglected but a useful strategy not only in primary schools but also in high schools especially in EFL contexts.  This study aims to investigate the effect of teacher’s RA on the comprehension of grade 6, low elementary level EFL learners. 24 students participated in the study. Two short stories with comprehension questions were used to collect data. Interviews were conducted with 5 volunteers. Data showed mixed results. The quantitative data indicated no significant difference between the performances of learners in the SR task and the teacher’s RA task, however, the qualitative data revealed learners’ opinions in favour of the teacher’s RA task.

Keywords

English language teaching, reading aloud, reading strategies, teaching young learners

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