Though, earlier research into reading assessment used the product approach, “product approaches to reading have been unfashionable in recent years as research efforts have concentrated on understanding the reading process, and as teachers of reading have endeavoured to improve the way in which their students approach text” (Alderson, 2005, p.5). The product approach has been criticized as it is difficult to address the variation in the product and to measure the product using valid and reliable measures (Alderson, 2005). Consequently, though not as an alternative but as a complementary approach, the process approach to reading assessment gained significance. However, the process approach to reading assessment is quite challenging since “the process is likely to be dynamic, variable, and different for the same reader on the same text at a different time or with a different purpose in reading” (Alderson, 2005, p.3). In spite of the limitations, the process approach offers noteworthy data about how the reader, the text and the context interact and impact the construction of meaning.
Professor Heather from University of West Chester stated that reading books from tablets equals to reading a powerpoint. (USA TODAY College) However, this is just an opinion of groups of people who are not fond of tablets and iPhone used as textbooks. Students cannot focus on their readings because the letters in the paper books are too small and the sentences are too close together. For dyslexic students for instance, they are comfortable to read books or textbooks from Ipads or tablets. Because this will aid them to read fast, focus, and comprehend fast.
Communicative competence is one of the vital abilities required for not only a successful career but also a happy life. Generally our Syllabi at the Schools don’t ensure that the students learn English in the proper order i.e. LRSW. Speaking is not given due importance in schools. So in spite of spending about fourteen years in learning English many students are reluctant to converse in English.
And it tends extremely strenuous for the students to complete the vital papers in such a short time. Homework writers online, therefore, become the savior of the students. This is how you can get help from the experts - 1. Reading Reading is considered one of the primary reasons to adopt proficiency on your homework assignment writing. By reading different books- scholastic or not, you will be acquainted with
In all learning situations to succeed in school, the students must learn to read well. When the students obtain the reading skill, they can understand most materials that provided by the teachers and achieved the goals set by the teachers. (Joseph, 2013). From the study said that many students in the primary schools do not read as efficiently as they should due to the students’ reading habits and attitudes. Besides that, the students do not read well because of the language background, lack of adults’ readers as models and growing distractions from electronic and social media (Joseph, 2013).
It is the ability that requires the process of communicative competence, pronunciation, grammar, and vocabulary improving. 2.2 Speaking Problems in the Classroom Speaking skill still is a problem of many Thai students. According to Wiriyachitra (2003), English learning in Thailand is not very successful because the most students lack the opportunities to learn and practice English in English environment. Students’ tension, excitement and lack of confidence during taking a speaking in the classroom also are the problems in teaching and learning English (Ratanapinyowong, Poopon, & Honsa 2007). Many researchers’ investigations of the desire for English in workplace had suggested that the English curriculum in Thai university should focus on the
Overview Nowadays, English learning is considerably imperative in Iran. There is no doubt that schools and universities have included English learning as one of the qualification criterion for graduation for all academic levels. Reading, as one of the four basic skills, offers a crucial opportunity for second language development in second language learners (Day & Bamford, 1998), that is particularly true in EFL classrooms where materials of second language input are quite limited (Gebhard, 1996). In spite of the fact that a major focus of the learners at universities is to enhance their English, they do not seem to read. Reading motivation is a key factor in reading performance.
Inarguably, reading is one of the most important contrivances in life. Reading has always been an impetus for successful learning. It is an indispensable tool in order to cope with other subjects such as Science, Social Studies, Mathematics and others. Hence, poor reading ability means poor academic performance. When one can read,
Mother tongue too affects in reading English. They have heard, spoken and understand their mother language that is Panjabi .Now, to read, speak and understand English language is troublesome for them. Most of the reading problems of students of GGHS School arise because of limited vocabulary as Grabe (1983) points out the second language readers “invoke a unique set of constraints,’ the most significant of which is that they can be assumed to have limited vocabulary. However reading is not simple process as Huey in as far back as 1913 notes that”…. Until the insidious thought of reading as word pronunciation is well worked out of our heads, it is well to place the emphasis strongly where it really belongs, on reading as thought-getting, independently of
Cases of writing problems: Chou (2011) has listed a number of reasons why international students studying in an English-speaking country encounter a lot of stress and obstacles when writing their assignments. Firstly, students might come from different cultural backgrounds where they are fully dependent on teachers. They also have not been trained to be critical thinkers and they might have lower expectations than those of their teachers as they consider themselves second language learners. Al-Khsawneh (2010) indicated that the students identified that the teaching method and the environment are the main causes of their weaknesses in English. Their Weak qualification in English is either related to the lack of student motivation, or the teacher’s interest.