Enhancing Students’ Extensive Reading Learning Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning

The present study serves as an insightful teaching summary that focuses on students’ reading comprehension, through investigating the effectiveness and application of a teacher’s scaffolding in a one-semester extensive reading course. The teacher provides scaffolding throughout an entire semester of the extensive reading course. Students’ performance on multiple-choice questions of the first as well as the last unit has been collected and analyzed to determine whether they have enhanced their reading comprehension abilities or not. Based on the both qualitative and quantitative data, the findings reveal that students’ comprehension competence of extensive reading materials has notably increased after a semester of the teacher’s scaffolding. The result suggests that reading skills such as guessing, outlining, identifying topic sentence of each paragraph and determining the main idea of a passage can be applied as effective scaffolding techniques in extensive reading courses.

Extensive reading is a pedagogical approach that emphasizes reading for pleasure, allowing learners to choose texts that align with their interests and target language proficiency. However, two significant challenges hinder its effectiveness: the complexity of texts, which often limits comprehension, and vocabulary constraints, which impede students’ engagement with reading materials. This study explores students’ perceptions of integrating case-based learning within a hybrid learning framework to enhance extensive reading instruction in an English as a Foreign Language (EFL) context. Data were gathered through a structured questionnaire encompassing 10 dimensions and 50 statements. The research was conducted in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia, involving 88 English Education students enrolled in an extensive reading course. The findings reveal that students generally held favourable perceptions of case-based hybrid learning, particularly regarding 10 critical dimensions: conceptual understanding of case-based learning, extensive reading skill development, interaction and collaboration, learner engagement, hybrid learning effectiveness, problem-solving through case studies, real-life applicability, challenges in hybrid learning, satisfaction with the instructional model, and recommendations for improvement. Overall, case-based hybrid learning was found to foster engagement, enhance comprehension, and develop students’ problem-solving abilities in EFL extensive reading instruction.

This study investigates the effectiveness of using computer-aided program, concordancer, in an extensive reading course. Nine female EFL learners participated in the study which utilized a repeated measure design. During the experiment, each day the students of experimental phase were assigned one story to read at home. Control group was instructed traditionally. For the control group, the instruction heavily relied on annotations, the texts and dictionaries without specific teaching aids and at the end of the class, the participating EFL learners were engaged in a twenty-minute discussion. The data were collected by pretest (a placement test), progress tests and posttest (comprehension test). A non-parametric test, the Wilcoxon Signed Rank Sum was employed to analyze the data. The results showed that utilizing concordancer, AntConc; for text analysis, experimental group improved significantly better than the control group in terms of reading comprehension.

Since Covid-19 Pandemic hit Indonesia and the teaching learning in the classroom cannot be obtains and make unpleased teaching learning process, researcher used a flipped classroom learning model for teaching students’ reading comprehension as the solution. This model includes active learning; student involvement and modern technology by using ICT. In a flipped classroom, the material given through videos and Power Point via WhatsApp group and students watched in their homes before the virtual class is obtained. The objective of this research is to know the effectiveness of flipped classroom learning model for increasing students’ reading comprehension. The researcher took the samples from fourth semester students in extensive reading course from the English education department of UIN Sultan Maulana Hasanuddin Banten. After this experimental research process has been completed, this flipped classroom learning model increasing students' reading comprehension.

This study aims to investigate Indonesian college students’ reading habits. 60 non-English major students who took Extensive Reading course involved in this study in the sixth semester. Previous research has discussed related to English major students’ reading habit, however this study focuses on non-English major students’ reading habit. Descriptive quantitative research was used to reveal the students’ reading habit in English. Data were collected from questionnaire about reading habit activity adapted from Mikulecky and Jeffries (1996). The results indicated that all of students agreed that reading aloud helps them to improve their reading (95%). 96% of them also agree that reading English slowly makes more understand. Besides, most of them (95%) agreed that learning grammar help them to understand more in reading English and 98% of them also agreed that learning vocabulary supported them to understand more English. Majority of them (95%) need to know every word in order to understand English material. 95% of them also agreed that pronouncing every word helps them to read well in English. It can be concluded that Reading slowly and learning vocabulary support them to understand more in reading. This finding confirms that the language teachers or lecturers should be able to help their students cope with foreign language reading anxiety by creating a learning environment which is less stressful. This study provides pedagogical implication that provides significant pedagogical implication for language practitioners and students in creating enjoyable atmosphere in reading class and provide the reading material based on students need.

Material is the main needs for the teaching and learning process. Advanced technology has influenced the paradigm of material presenting. This study was to identify material needs for English extensive reading course in the digital era. The study used a qualitative approach through the descriptive qualitative method. Data is taken from observation, interview, and questionnaire. Data validity used triangulation and analysis data used data reduction, data display, and taking conclusion. The findings concluded that the need 0f teaching materials for learning extensive reading in English must be under the curriculum so that students can answer global challenges, the industry, technological developments, and changes in human life that continue to develop. The presentation of the material is also directed at implementing digital facilities that are easily accessible to students. The results of the study also have implications for exploring the ability to read digital sources and variations of material according to student needs or globalization competition.

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners’ social interaction and offer a learning environment which provides rich learning experiences. However, the social interaction in collaborative learning does not occur automatically. Without proper guidance strategies or supporting tools for collaborative learning, the learning effects can be disappointing. To solve such a problem, a problem posing-based practicing strategy was proposed to support the development of a collaborative learning activity in a computer programming practice course. The students were guided to raise computer programming problems to boost the discussion among team members. The problems raised in each team were then exchanged and solved by another team to examine the coding and to provide feedback. To investigate the effectiveness of the proposed approach, an experiment was conducted in a C# programming course. Two classes of students from a university participated in the experiment. One class with 25 students was randomly assigned as the experimental group, and learned with a collaborative learning activity using the problem posing-based practicing strategy; the other class with 28 students was the control group, which learned with a conventional collaborative learning activity. The results show that the proposed strategy benefited the students in terms of improving their learning achievement, in particular, their programming skills. Moreover, it was found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collaborative learning approach.

This research aims to assess the importance of Extensive Reading (ER) in developing reading comprehension, vocabulary development, and speaking fluency among English as a Foreign Language (EFL) students at King Khalid University (KKU). Most EFL students appear to be under pressure and confront anxiety while acquiring English language competency in basic language skills. According to MacIntyre and Gardner (1994, p. 284), language anxiety is the "feeling of tension and apprehension" with language learning, including listening, speaking, and language comprehension. One thought of making language learning an enjoyable activity is to make language acquisition a natural process instead of a forced and external one. According to Day & Bamford (2002), the goal of ER is to help students become fluent, independent, and confident readers. ER encourages L2 learners to explore the English language independently, especially in an EFL environment. ER inherently encourages language acquisition by allowing students to read extensively in a relaxed and natural environment, thus developing the basic nuances of the language effortlessly. This approach is also referred as uninterrupted sustained silent reading (USSR). Two distinct groups of students, namely experimental and control groups, will participate in this study. The results will help measure the effect of ER on students’ reading comprehension and speaking fluency. The experimental group will practice effortless ER for almost 12 weeks. Students' performance in the assigned reading task, vocabulary development, and speaking proficiency will be analyzed using SPSS. Finally, the researchers will suggest efficient measures to implement ER as a teaching methodology at the English department, and will also encourage implementation of an ER club at the faculty of languages and translation, KKU. 

The present study aimed at investigating the effectiveness of the Personalized Learning Model in developing intensive English reading skills. The quasi- experimental design was used. The participants were a sample of (57) second year preparatory stage pupils at Fatima Al-Zahraa Governmental Language School at Port Said. The researcher selected two classes; the first class of (29) learners as an experimental group and the second one of (28) learners as a control group. An intensive English reading skills questionnaire was prepared by the researcher to identify the different levels of importance of some intensive English reading skills necessary for the second year preparatory stage pupils . An intensive English reading skills test was designed by the researcher to be used as an instrument to assess the pupils’ progress in intensive English reading skills. The experiment was applied during the first term of the academic year2019/2020.The data obtained from the study has been analyzed statistically by SPSS program. Research results revealed significant differences between the post-test mean scores of the experimental and control groups in the intensive English reading skills in favor of the experimental group.

\n Increase both students motivation and learning outcomes in Collaborative Learning (CL) activities is a challenge that the Computer-Supported Collaborative Learning (CSCL) community has been addressing in the past last years. The use of CSCL scripts to structure and orchestrate the CL process has been shown to be effective to support meaningful interactions and better learning, but the scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of scripts over time in CL activities. To deal with the motivational problems, the researchers, educators and practitioners are now looking at gamification as a solution to motivate and engage students. However, the gamification is a complex task, requiring from instructional designers and practitioners, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation, engagement and learning. Moreover, the gamification is too context-dependent, requiring personalization for each participant and situation. Thus, to address these issues, an ontological engineering approach to gamify CL sessions has been proposed and conducted in this dissertation. In this approach, an ontology has been formalized to enable the systematic representation of knowledge extracted from theories and best practices related to gamification. In this ontology, the concepts, extracted from practices and theories related to gamification, and identified as relevant to deal with the motivational problems in scripted collaborative learning, have been formalized as ontological structures to be used by computer-based mechanisms and procedures in intelligent-theory aware systems. These mechanisms and procedures with ontological structures aim to provide support to give advices and recommendations that will help instructional designers and practitioners to gamify CL sessions. To validate this approach, and to demonstrate its effectiveness and efficiency into deal with the motivational problems in scripted collaborative learning, four empirical studies were conducted in real situations at the University of São Paulo with undergraduate Computer Science and Computer Engineering students. The results of the empirical studies demonstrated that, for CL activities where the CSCL scripts are used as a method to orchestrate and structure the CL process, the ontological engineering approach to gamify CL scenarios is an effective and efficient solution to deal with the motivational problems because the CL sessions obtained by this approach affected in a proper way the participants motivation and learning outcomes.\n

This study explores the situation of basic level community school boy and girl students’ science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer’s symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference (α=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms.

The passing technique is the technique most often used in football games. Passing is a technique for passing the ball between one player and another. The problem in this study is that many passes are not on target by players so the game becomes ineffective. Therefore, the purpose of this study was to determine the effect of small-sided games on improving the accuracy of football passing. This research is experimental research with a matching-only design. The research sample used was 20 players from the DESEAD FC Bangkalan team aged 12-14 years. The division of the experimental and control groups will use the MSOP technique. The results of the descriptive analysis of the experimental group obtained the mean pretest and mean posttest, while for the control group the mean pretest and mean posttest. For the results of the paired sample t-test in the experimental group, the Sig. 0.000 <0.05, so there is a significant difference between the pretest and posttest data. Meanwhile, in the control group Sig. 0.148 > 0.05 there was no significant difference in the pretest and posttest results of the control group. From the results of the independent sample t-test, the value of Sig. (2-tailed) 0.001 <0.05 There is a significant difference between the post-test results of the experimental group and the control group. For the percentage increase in data on passing test results, the experimental group had a significant increase of 21.59%. Meanwhile, the control group did not have a significant increase of 1.53%. So it can be concluded that small-sided games training is very influential in increasing the accuracy of football passing.

Introduction: Nomo phobia, a growing behavioral addiction to mobile phones, poses significant challenges in today's digital age. This study explores the effectiveness of psycho education on enhancing college students' knowledge of Nomo phobia in selected colleges in Kolkata. The study aimed to identify the baseline knowledge of college students regarding Nomo phobia in both experimental and control groups, assess the effect of psycho education on knowledge levels through pre-test and post-test comparisons, and evaluate the association between students' pretest knowledge scores and selected demographic variables. Methodology: Utilizing a quasi experimental design, the research employed a stratified random sampling technique to assign 120 undergraduate students (60 in the experimental group and 60 in the control group). Data were gathered using self-administered structured questionnaires. Knowledge scores were analyzed through descriptive and inferential statistics. Results: The findings indicated a significant increase in mean posttest knowledge scores among the students in experimental group, with a mean difference of 9.80 [t(59) = 24.74, p 0.05)]. A comparable significant difference in post-test knowledge scores was observed when comparing the experimental group to the control group (mean difference 9.82; [t (118) = 26.72, p 0.05)]. Furthermore, demographic variables such as age, living conditions, monthly family income, duration of mobile phone usage, and daily time spent on mobile phones showed no statistically significant association with pre-test knowledge scores. Conclusion: The study underscores the effectiveness of psycho education in improving knowledge about Nomo phobia among college students. It highlights essential implications for nursing practice, education, administration, and further research in the field of behavioral addictions.

Asthma is the most chronic respiratory disorder affecting all age groups. As the disease and its effective management continue to be public health challenge, it has been the focus of clinical and public health interventions. Some of the most common reasons for the uncontrolled asthma are non adherence to treatment, poor knowledge and skills in disease management (GINA guidelines, 2005). Aim: The study aimed to assess the effectiveness of structured educational intervention on self care management of Bronchial asthma. Methods: Study was conducted to assess the effectiveness of structured asthma educational program on self care management of Bronchial asthma. Design: Experimental Pre test-post test control group design was chosen. From the patients with confirmed diagnosis of asthma, sample were selected to experimental (n=100) and control (n=50) groups. The Pre-test means between experimental (19.9) and control (18.82) groups were not much significant. There is a significant improvement within the pre test (mean 19.930; S.D 8.84)) and Post test scores in the experimental group (mean 42.31/S.D 3.449). The post test means between experimental (42.31) and control groups (21.28) supports the significant enhancement in the knowledge of the experimental group after asthma education. Conclusion: Asthma education is an important means to equip patients with knowledge and skills required to manage the condition effectively. Adequate knowledge may further motivate patients towards behavior modification and long term management.