Journal Article

INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING

Akyel, Ayşe Semra, Savaşçı, Merve

2022

Overview

This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential effect of proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week study was conducted with mixed-proficiency university-level Turkish EFL learners divided into three experimental groups. A method incorporating 150-minute SSR or ARR instructions into the 150-minute intensive reading instruction in two groups was implemented, as compared against a TR group that received 300-minute traditional intensive reading instruction weekly. Data came from a reading comprehension and rate test, reading motivation questionnaire, participant reflections, and interviews. Findings indicated that SSR yielded significant benefits for reading comprehension of both low and high-proficiency participants. Moreover, SSR and ARR showed positive effects on intrinsic reading motivation, whereas TR contributed slightly to extrinsic reading motivation. Regarding the possible effect of proficiency, while SSR yielded more advantages for higher-proficiency learners, ARR and TR were comparatively more beneficial for lower-proficiency learners. Implications for pedagogy and future research for university-level EFL reading classes are discussed.

• Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN),State University of Malang, English Department, Faculty of Letters
• Subject: assisted repeated reading / Attitudes / Cognition & reasoning / Cognitive ability / College Students / Comparative Analysis / Competence / Comprehension / Control Groups / Educational Benefits / Elementary School Students / English (Second Language) / English as a second language / English as a second language instruction / English as a second language learning / English proficiency / Extrinsic motivation / Foreign Countries / High School Students / Instructional Effectiveness / Intrinsic motivation / Language Proficiency / Linguistics / Motivation / Quasi-experimental methods / Reading Achievement / Reading Comprehension / Reading Instruction / Reading Materials / Reading Motivation / Reading Programs / Reading rate / Reading Skills / Research design / Second Language Instruction / Second Language Learning / Second language reading / Second language reading instruction / Secondary school students / Silent reading / silent reading rate / Skills / Student Attitudes / Sustained Silent Reading / Teaching / Teaching Methods / Thinking Skills / traditional reading / Turkish language / University students