![]() Journal of Research in Reading, 23(2), 210–223. The effects of reading speed and reading patterns on the understanding of text read from screen. International Journal of Human-Computer Studies, 54(4), 585–612. The influence of reading speed and line length on the effectiveness of reading from screen. International Electronic Journal of Elementary Education, 4(3), IEJEE. paper: The effect on learners’ reading performance. The use of social networking and learning management systems in English language teaching in higher education. New York: MACMILLAN.ĭogoriti, E., Pange, J., & S. Triple your reading speed (Third Edition). British Journal of Educational Technology, 45(5), 959–980. Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance: Attention-based self-regulated learning mechanism. ![]() Interactive Learning Environments, 19(4), 395–411. Students’ perceptions of Wiki-based collaborative writing for learners of English as a foreign language. London: BBC Worldwide Limited.Ĭhao, Y.-C. The Speed Reading Book (Revised Edition). Language practice with multimedia supported web-based grammar revision material. Electronic Journal of Foreign Language Teaching, 2(2), 14–35. Learning Management: A New Approach to Structuring Hybrid Learning Arrangements. Computer Assisted Language Learning, 15(3), 241–249. Learner Attitudes Towards the Use of CALL. How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. Improving Reading Speed: Activities for the classroom. Procedia - Social and Behavioral Sciences, 18, 537–543. Blogs in Language Learning: Maximizing Students’ Collaborative Writing. The dispersion of standard deviation on posttest that tends to be high suggests that further researchers conduct the experiment in a more well-controlled design towards experimental group.Īmir, Z., Ismail, K., & Hussin, S. It is implied that reading speed and comprehension are possible to be enhanced both in web-based reading portal and in face to face. Both students of experimental group and students of control group successfully boost their reading speed and comprehension. ![]() ![]() Students of experimental group were treated through hybrid learning delivery mode in which web-based portal accessible on was hosted as reading portal while students of control group were assigned only to paper-based reading activities in face-to-face method of contents delivery. 15 students were involved into experimental group and 15 were enrolled into control group. This research employed quasi-experimental design. The main objective of this research is to find out whether rate-buildup reading, skimming, and scanning strategies applied in hybrid learning method help students boost their reading speed and comprehension. ![]()
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