DOES REPEATED READING CONTRIBUTE TO STUDENTS’ FLUENCY AND COMPREHENSION IN EFL READING?

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Number of pages: 1-7
Year-Number: 2017-18

Abstract

Many students lack fluency in English as a foreign language (EFL) reading. Like in first language settings, repeated reading is proposed as an instructional method to improve fluency in EFL too. Present study investigates the effects of repeated reading on students’ reading fluency and comprehension in EFL. 11 students studying at English Language Teaching (ELT) program participated in the study. Three texts consisting of 2,252 words in total were divided into 8 passages. The study lasted 8 sessions and the students were asked to read each passage 7 times in each session. A pretest and posttest were used in order to see whether repeated reading would improve students’ fluency and comprehension in L2 reading. The results showed that there was not a significant change in students’ fluency. However, students’ reading comprehension improved significantly. It was discussed that while 8 sessions were not enough to develop students’ reading fluency, it helped them to enhance their reading comprehension. It is suggested for future research that a longer treatment would be needed for improving reading fluency.

Keywords

Abstract

Many students lack fluency in English as a foreign language (EFL) reading. Like in first language settings, repeated reading is proposed as an instructional method to improve fluency in EFL too. Present study investigates the effects of repeated reading on students’ reading fluency and comprehension in EFL. 11 students studying at English Language Teaching (ELT) program participated in the study. Three texts consisting of 2,252 words in total were divided into 8 passages. The study lasted 8 sessions and the students were asked to read each passage 7 times in each session. A pretest and posttest were used in order to see whether repeated reading would improve students’ fluency and comprehension in L2 reading. The results showed that there was not a significant change in students’ fluency. However, students’ reading comprehension improved significantly. It was discussed that while 8 sessions were not enough to develop students’ reading fluency, it helped them to enhance their reading comprehension. It is suggested for future research that a longer treatment would be needed for improving reading fluency.

Keywords