Text-Relevant Video Segments and Reading Comprehension of Culturally Unfamiliar Texts with Adult Speakers of English as a Second Language (ESL)

Autor/inn/en	Karami, Amirreza; Bowles, Freddie A.
Titel	Text-Relevant Video Segments and Reading Comprehension of Culturally Unfamiliar Texts with Adult Speakers of English as a Second Language (ESL)
Quelle	In: English Language Teaching, 14 (2021) 10, S.35-48 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Video Technology; Second Language Learning; Second Language Instruction; English (Second Language); Pretests Posttests; Reading Comprehension; Retention (Psychology); Comparative Analysis; Reading Instruction; Models; Adults; Instructional Effectiveness; Schemata (Cognition); Familiarity; Foreign Students; Graduate Students; Reading Tests; Cultural Differences; Reading Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Merkfähigkeit; Leseunterricht; Analogiemodell; Unterrichtserfolg; Cognition; Schema; Kognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesetest; Kultureller Unterschied; Leseprozess
Abstract	This pilot study is a mixed-methods sequential explanatory study that investigated the effects of watching text-relevant video segments supported by the Schematic Information-Processing (SIP) model of reading comprehension on reading comprehension of adult speakers of English as a Second Language (ESL) in terms of text familiarity and the retention of the content of a culturally unfamiliar text. Twenty homogeneous participants were randomly assigned to two groups: one control group and one experimental group. The results of the quantitative analysis showed that the experimental group outperformed the control group in both the immediate and delayed post-tests. Qualitative findings also highlight the effectiveness of implementing text-relevant video segments supported by the SIP model over traditional text-based reading instruction in terms of reading comprehension and retention of the content of the culturally unfamiliar passage. Limitations of the study and suggestions for future research are discussed in detail. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01