The effect of online oral reading on reading comprehension, reading anxiety, and classroom anxiety among EFL learners
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021461" target="_blank" >RIV/62690094:18450/24:50021461 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s10639-023-11950-y" target="_blank" >https://link.springer.com/article/10.1007/s10639-023-11950-y</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s10639-023-11950-y" target="_blank" >10.1007/s10639-023-11950-y</a>
Alternative languages
Result language
angličtina
Original language name
The effect of online oral reading on reading comprehension, reading anxiety, and classroom anxiety among EFL learners
Original language description
Studies have disclosed conflicting evidence on the effect of oral reading (i.e., reading aloud in class) on various language measures. However, with online learning and teaching, personalized activities are employed to develop students' reading comprehension, improve motivation, and minimize anxieties. A qualitative research design was deployed to test the association between reading anxiety and reading proficiency of EFL learners in an online classroom using a correlational research approach to see if there was a correlation between reading anxiety and reading proficiency. Two hundred undergraduate students from a public university in Iraq participated in this study. The experimental group received oral reading intervention for six months in their daily lectures (where they were all invited to read orally before explaining the material), whereas the control group did not. The results revealed a statistically significant difference in the reading comprehension test scores between the group that received the reading intervention program and the one that did not. The novelty of this research is situated in the following three items, which, although replicated in previous studies to a certain extent, have received less to no attention in the literature on online teaching and learning of oral reading and its contributions. First, there is a negative correlation between reading comprehension scores and anxiety measures. Second, reading comprehension scores increased when reading and classroom anxiety decreased. Third, there was also a positive correlation between reading and classroom anxiety that heavily affected the reading comprehension scores of the participants. The teacher's observation suggests that accommodating oral reading in online instruction promotes motivation, rapport, and a conducive classroom climate, affecting reading performance and anxiety measures in an online foreign language classroom.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
EDUCATION AND INFORMATION TECHNOLOGIES
ISSN
1360-2357
e-ISSN
1573-7608
Volume of the periodical
29
Issue of the periodical within the volume
3
Country of publishing house
US - UNITED STATES
Number of pages
15
Pages from-to
2841-2855
UT code for WoS article
001011206200001
EID of the result in the Scopus database
2-s2.0-85162047469