Week 9: Outline

1 Introduction

  1-1 Purpose of this study

  1-2 Significance of this study

2 Teaching read aloud in Japanese EFL

  2-1 Teaching read aloud in junior high school.

  2-2 The number of teaching read aloud in Japanese school.

3 Research Question

  What is the effective ways of teaching read aloud in elementary school in Japan.

4 Effective ways of teaching reading aloud in English classes.

  4-1 importance of earlier teaching of reading aloud.

  4-3 The topic of reading materials.

  4-4 Improve learning words meaning.

5 Conclusion

  5-1  Summary of this research paper.

  5-2  Further research.

6 Referances

Week 7 Synthesis Paper

There are two major approaches for the effective way of teaching reading aloud in English as a foreign language. In this paper, these are two types of study, which is focused on English as a first language and foreign language. 

   The first approach is that read aloud is an effective way of learning words meaning.One study which researched in English as a first language (Susan.L & Margaret K.M, 2014) that “discrepancies between classroom practices in reading aloud and those practices found effective for laying the foundation for children’s future literacy capacities.”(Australian Journal of Teaching Education, vol 43, Article 8, 2018, p126) And the study which is focused on the EFL elementary school (Lu-Chun.L, 2014) said that teachers’ repeated read-aloud explain related to connect the learning words. The study (Catalina.N.C, 2014) also said that many students who attend the reading classes learned new vocabulary.

   Those three research indicate that extensive reading, which include extensive reading aloud is connected to study literature, especially learning words and words-meaning.

   The second approach is that when learners study read aloud, it is better to use storytelling. One study (Lu-Chun.L, 2014) said that stories provide linguistic, paralinguistic, discourse and cultural information for children to develop their language skills. In the storytelling, there are many synonyms and each of them are not related to the learners’ levels. And the other study which focus on searching in elementary school (Catalina.N.C, 2014) said that reading stories aloud is the effective way of critical thinking. In other words, after reading aloud, students think or talk about contents. These activities is important to improve critical thinking skills. However, one study which search extensive reading said that junior high school students tend to choose text which is about health and education. There are different choosing topics to teach read aloud between junior high school and elementary school.

   These two approaches which are reading aloud leading to learn vocabulary and storytelling is good materials yielded reliable results of my research. 

Week 7: Annotated Bibliography #5

1.Reference

Catalina N. C.(2014). The Effect of Story Read-aloud on Children’s Foreign Language Development. Gist Education AND Learning Research Journal, (8) pp.83-98.

2.Summary

   This study focus on reading stories aloud and learn the critical thinking strategies as a foreign language. Reading aloud as a pedagogical activity has been one of the most widely used methodologies in elementary school. In that way, learners enjoy and study reading. Reading aloud provides students with opportunities to interact with others while they are reinforcing their knowledge of English. Of course, reading aloud improve students’ vocabulary and reading skills. Also, reading aloud improve listening strategies and thinking new expressions.

3.Assessment

   This article is useful, because this article has original ways of the research. For example, they use five types of strategies of the reading aloud. These strategies have small steps and learn other things each strategy. These focus on output and improve students’ English levels. Reading aloud and speaking about it are effective ways of combination input and output. And there are many articles from the information.

4.Reflection

This article is useful for my research questions. This is because the research study the ways of extent reading aloud. I know that input is very important to learn English as a foreign language, following input hypothesis. These are many kinds of ways which are extensive reading and listening. However, I don’t know much about effective ways of reading aloud. In the research, there are reasons why reading aloud is important. The research have small steps to have reading aloud. I consider that these points are very good.

Week6: Annotated Bibliography #4

1.Reference

Guy.R.(2019). Using Narrow Reading to Develop Fluency. English Teaching Form, pp.30-32.

2.Summary

   One effective solution may be narrow reading which is reading several texts about a single, narrow topic. In the article, they use news story as a narrow reading. There are undergraduate students in Taiwan. They are non-English major. First, they determine materials which about news. And they check the vocabulary. Finally, they write comprehension questions. Narrow reading ,which is crossing topics each other, is effective ways to read faster. It’s important to check their reading times and calculate their reading rapid every time when students read.

3.Assessment

   This article is useful, because it refer how to start narrow reading. However, I don’t understand why the study only focus on news articles. They said news stories have higher word repetition and fewer word type than story telling. However, news has many kinds of story on the Internet. And if the students are older such as university students, they can easily check the other article which write on mother language.

4.Reflection

This article try to research undergraduate students in university in Taiwan. I studied listening like the article in Gunma University. These processes are effective ways for universities students. Thus, in my research, it’s very difficult to start in junior high school. I need to change the program for junior high school students in Japan. I consider that teacher can chose articles lower levels and reduce the time to read, but it is very important to check reading time and calculate reading rapid. And students need to check the how much time they can improve their own reading skills.

Week6: Annotated Bibliography #3

1.Reference

Lu-Chun. L. (2014). Learning Word Meanings from Teachers’ Repeated Story Read-Aloud in EFL Primary Classrooms. English Language Teaching, 7(7), pp68-81. Doi. 10.5539/elt.v7n7p68

2.Summary

   This study research relationship between reading aloud and word-meaning in EFL elementary school. In the article, reading aloud define story telling. Listening to story telling improve studetns’ knowledge linguistics, paralinguistic, discourse and cultural information. EFL learner has limited time to speak English in daily life. Reading aloud which read story telling is the effective ways of improving students’ vocabulary.

3.Assessment

This article is useful, because this article research in Taiwan. Taiwan is asian county and EFL environment. It same as in Japan. Also, research methods are good to study reading aloud. It’s focus on story telling.

  This article is reliable and objective, because there are 58 children and 45 students to research the questions. And these children have many level of learning English. It’s focus on elementary school.

4.Reflection

I consider that this article is good in my research. Story telling has many vocabulary which is not up to level of the word. Vocabulary which is including story telling are similar meaning. It’s very important to learn vocabulary. And reading story telling is interesting for young children. Thus, teacher need to teach story telling as a activity in elementary school. However, I also consider that in junior high school, students prefer reading aloud story-telling to study grammar or vocabulary. In the result of the researches are effective ways of enjoyable English learning.

Week6: Annotated Bibliography #2

1.Reference

Susan.L. & Margaret.M. (2018). Reading Aloud: Children’s Attitudes toward being Read to at Home and at School. Journal of Teaching Education, 43(3), pp.124-139.

2.Summary

   In the research, children who aged between 6-12 in Western Australian. There are many researches which about reading aloud. Reading aloud has many benefits including motivation. This paper research in 2016 Western Australian Study in Reading Aloud, exploring children’s reading aloud. In this research, children can be development of listening, vocabulary, comprehension and questioning skills. Children who is young have motivation about reading aloud both of at school and at home. Also children who is younger age prefer reading to old age children. In this research, reading aloud is important to study adds children’s perspectives to the quantum. 

3.Assessment

   It’s article is useful because it has important results of attitude. Many students and teacher think that reading aloud is important to improve literature skills. However, this research refer to improve students’ motivation. I consider that when teacher teach English as a foreign language, it’s important to make atmosphere which want to study English.

   This research is reliable because of using database, Western Australian Study in Reading Aloud.

4.Reflection

Younger students has better consciousness for reading. I consider that teacher need to star instruction of reading aloud. If students know about pleasure of reading aloud, they can face to reading aloud and have motivate to learn English. This research is in Australia. Australia learn English as a first and second language. This result will be able to apply education in Japan. Many students in Australia practice reading aloud with their family. I consider that it’s important to practice at home. These points are important my research.

Week 4: Annotated Bibliography 1

1.Reference

Dinar.M.A.S. & S.Sugirin. (2019). Environment-Based Supplementary Reading Materials for Junior High School Students. Journal of Interdisciplinary Studies in Education,8(1),pp158-pp174. Doi: 2166-3750 Online.

2.Summary

This research aims to learn relationship between expensive reading and environment in junior high school. The exploration stage had a needs analysis, which involved collecting information from questionnaires to obtain the preliminary date about the need of supplementary material.

Expensive reading aims to expand the students’ understanding of language so that their skills will develop. In the result of the research, students read three types of text, Narrative, Descriptive and Recount Text. And junior high school students also tend to chose two types of topics, health and education.

The supplementary reading materials compose of three steps of reading, pre-reading, while-reading and pos-reading for each text. And also reading is good for vocabulary mastery, especially reading comics. The environment-based reading materials have been developed according to the needs in the pre-reading, while-reading, and the post-reading steps are accommodation in the materials.

3.Assessment

In the expensive reading, students who is in junior high school like some topics, such as health and education. Also, about 83 students find the new vocabulary in the text at the pre-reading. I consider that if there are many new vocabulary, students focus on the new words.

This article is reliable and objective. This is because there are some date in the research such as score and result of questionnaire. The questionnaires has also good points about topics. However, I could not find how to research the result which is about vocabulary.

This research focuses on developing additional materials to support reading skills though searching Indonesian high school students.

4.Reflection

This article is not related to my research. This is because my main topic is reading aloud and this article mainly search extensive reading. However, there are important points in the article, such as topics and skills of the reading.

My research questions focus on reading aloud. This article has some hints of developing reading skills. For example, there are three types of reading, pre-reading, while-reading and post-reading. Each of them has small step. These kinds of steps connect to the reading aloud.

Week3:A list of sources

1.Environment-Based Supplementary Reading Materials for junior High School Students

Azizah, Dinar Martia; Sugirin.(2019) Journal of Interdisciplinary Studies in Education, Online pp.158-174

クリックしてED597195.pdfにアクセス

2.Needs analysis of Islamic-based English reading material for the Muhammadiyah junior high school

Cahyo, Septian Dwi; Umam Muslim, Muhammad Rijalul; Rahman, Arditya Nur; Pratolo, Bambang W:(2019) International Journal of Evaluation and Research in Education, pp.286-292

クリックしてEJ1220895.pdfにアクセス

3.Reading Aloud: Children’s Attitudes toward being Read to at Home and at School

Ledger, Susan; Merga, Margaret K:(2018) Australian Journal of Teacher Education, pp.124-139

クリックしてEJ1174201.PDFにアクセス

4.Using Narrow Reading to Develop Fluency

Redmer, Guy(2019)

English Teaching Forum, v57 n3 p30-32

クリックしてEJ1228250.pdfにアクセス

5.Effects of Interactive Book Reading Activities on Improvement of Elementary School Students’ Reading Skills

Çetinkaya, Fatih Çetin; Ates, Seyit; Yildirim, Kasim(2019) International Journal of Progressive Education, pp.180-193

クリックしてEJ1219280.pdfにアクセス

6.Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study

Wang, Yen-Hui(2016)

Educational Sciences: Theory and Practice, v16 n5 p1789-1813 Oct 2016

クリックしてEJ1115143.pdfにアクセス

Week2 300 words essay of my research.

  1. Reading aloud for junior high school students

When I was in junior high school, many English teachers said that “Reading aloud is very important to study English.” I know Reading aloud  is important to learn foreign language, but I always wonder that why important and what kinds of knowledge is developed. When I started to do reading aloud, I thought I continue to do everyday. However, I just do reading aloud about twice a week. And, teacher said “you should read same passage for ten time ” I also wonder that how many time should I read. This is why I chose the theme. 

   Now, I have three researching points about reading aloud. 

   First, I want to know about the knowledge which doing reading aloud can develop. I consider that speaking and reading knowledge is developed. How about listening and writing? Is Reading aloud important to study listening and writing? I want to know about that.

   Second, I want to know about the best way of the reading aloud. There are many kinds of ways of reading aloud such as shadowing and overlapping. Which method is the best way of developing knowledge. Moreover, how many times should students read same passage? Which is better reading same passage many time or reading many kinds of passage. It’s very important information for teachers and students to learn way of reading aloud.

   Finally, I have a question. what is the good method of teaching aloud? When students do reading aloud, they have a lot of points of paying attention like linking, pronunciations, meaning of the passage and so on. Which points is the most important, when students start to do reading aloud. How to make steps to develop students’ knowledge.

   There are many methods of teaching English for Japanese. And many Japanese think that Reading aloud is one of the best ways in all of the teaching method. Thus, I want to know why Reading aloud is important to learn English and more efficient way of it. My research connect to know good way of reading aloud.