The effects of teacher’s reading aloud versus students’ silent reading on surface and deep level comprehension: A quasi-experimental study from a tertiary context

Year 2019, , 288 - 297, 21.12.2019

Elif Kemaloglu-er

https://doi.org/10.29000/rumelide.656755

Abstract

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text on the surface and deep level reading comprehension of tertiary EFL students. 60 pre-intermediate students of English participated in the study. The research was designed as a quasi-experimental study with an experimental and a control group. The experimental group had an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s reading aloud and students’ silent reading conditions in surface level comprehension, yet students’ silent reading was found to be significantly more effective than teacher’s reading aloud in deep level comprehension. The study implies that students’ silent reading can be preferred over teacher’s reading aloud in EFL classes when reading informational texts. Another implication signals the possibility of eclectic in-class reading practices compromising two strategies in accordance with their functions. According to this paradigm, teacher’s reading aloud can be used as a bridge in comprehending the text at the surface level, which could then be followed by students’ silent reading for in-depth comprehension.

Keywords

EFL reading, teacher’s reading aloud, students’ silent reading, surface level reading comprehension, deep level reading comprehension

Öğretmenin sesli okuması ve öğrencilerin sessiz okumasının yüzeysel ve derin düzey anlama üzerindeki etkileri: Yükseköğretim bağlamından yarı deneysel bir çalışma

Abstract

Yabancı dil olarak İngilizce öğretilen bağlamlarda öğretmenin sesli okumasına karşılık öğrencilerin sessiz okumasının okumayı anlama üzerindeki etkileriyle ilgili sınırlı sayıda araştırma vardır. Bu araştırma bir bilgi metninin öğretmen tarafından sesli okunmasına karşılık öğrenciler tarafından sessiz okunmasının üniversitede yabancı dil olarak İngilizce öğrenen öğrencilerin yüzeysel ve derin düzeydeki okuma-anlamasına olan etkilerinin incelendiği, türünün ilk örneği bir çalışma olması nedeniyle önemlidir. Çalışmaya İngilizce düzeyleri ön-orta olan 60 öğrenci katılmıştır. Araştırma deneysel grup ve kontrol grubuyla yürütülen yarı-deneysel bir çalışma olarak düzenlenmiştir. Deneysel gruba öğretmen tarafından bir bilgi metni okunmuş, kontrol grubu ise aynı metni sessiz okumuştur. Uygulamaların okuma-anlamadaki etkilerini ölçmek için iki ölçüt kullanılmıştır. Kullanılan ölçütler yüzeysel düzey anlamayı ölçen çoktan seçmeli test ve derinlemesine anlamayı ölçen sözcük gruplarıyla boşluk doldurma testidir. Sonuçlar öğretmenin sesli okuması ve öğrencilerin sessiz okuma koşulları arasında yüzeysel düzey anlama açısından anlamlı bir fark olmadığını göstermiştir. Ancak derin düzey anlamada, öğrencilerin sessiz okumasının öğretmenin sesli okumasına göre anlamlı olarak daha etkili olduğu bulunmuştur. Çalışma İngilizcenin yabancı dil olarak öğrenildiği sınıflarda bilgi metinleri okurken öğrencilerin sessiz okumasının öğretmenin sesli okumasına tercih edilebileceğini dolaylı olarak ortaya koymaktadır. Araştırma, iki stratejiyi işlevlerine göre uzlaştıran eklektik sınıf içi okuma uygulamalarının mümkün olabileceğine de işaret etmektedir. Bu paradigmaya göre öğretmenin sesli okuması metni yüzeysel olarak kavramada bir köprü olarak kullanılabilir ve bu durumu, derin düzey anlamaya yönelik olarak öğrencilerin sessiz okuması takip edebilir.

Keywords

Yabancı dil olarak İngilizce öğreniminde okuma, öğretmenin sesli okuması, öğrencilerin sessiz okuması, yüzeysel düzey okuma-anlama, derin düzey okuma-anlama

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