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A BLENDED LEARNING MODEL FOR TEACHING READING ENGLISH AS A FOREIGN LANGUAGE

100%
Karkour I.
Teaching English with Technology
|
2014
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vol. 14
|
issue 4
17-32
EN
The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.
2
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The Development of a Critical Reading Learning Model to Promote University Students’ Critical Awareness

80%
Sultan, Rofiuddin A., Nurhadi, Priyatni E. T.
The New Educational Review
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2017
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vol. 48
76-86
EN
Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.
3
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BRINGING TTS SOFTWARE INTO THE CLASSROOM: THE EFFECT OF USING TEXT TO SPEECH SOFTWARE IN TEACHING READING FEATURES

70%
Meihami H., Husseini F.
Teaching English with Technology
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2014
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vol. 14
|
issue 1
23-34
EN
The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in particular, different aspects of reading fluency. In this study we investigated teaching and learning of word stress, word intonation, pitch contour, and fluency of English reading through TTS. It should be stated that comprehension had been a part of the program but wasn’t investigated in the study. The study indicated that word stress, word intonation, pitch contour, and fluency have significantly improved as a result of using TTS software.
4

SYLABA JAKO PRZEDMIOT BADAŃ JĘZYKOZNAWCZYCH I JEDNOSTKA „DYDAKTYCZNA”

51%
Staniszewska A.
Rocznik Przemyski
|
2015
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vol. 51
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issue 2(19): Literatura i Język
73-86
EN
Analysis of the syllable’s character and structure is seldom extensively conducted in Polish linguistics. On the other hand, the syllable is an extremely important term in speech development. It was used in reading primers as an obligatory component of teaching reading for several centuries until the 19th century, when speech sound started to be used as a basic element of new methods. Nowadays children’s developmental problems cause more speaking disorders. Speaking therapists are trying to return to syllable methods, with good results. This is probably a good reason to make a revision of today’s methods.
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