Table 2 Review of ER approach in EFL classrooms
From: Reading approaches practiced in EFL classrooms: a narrative review and research agenda
Study | Objective | Research design | Data analysis method | Results |
|---|---|---|---|---|
Shumaila and Khan, (2021) | To investigate the effect of ER on reading attitude | Design: experimental study Tool: pre and post attitude questionnaire Population and sample: 110 school students from Pakistan | Paired sample T-Test | Students attitudes towards reading improved through ER |
Anindita, (2020) | To explore students perception of ER and its benefits | Design: qualitative study Tool: semi-structured interview Population and sample: 10 university students from Indonesia | Thematic analysis | ER contributed to the language skills of the students |
Mariano et al., (2020) | To determine the effects of ER on reading comprehension ability of primary students | Design: quasi-experimental Tool: one group pre-post Questionnaire and reading comprehension and speed test Population and sample: 20 Philippine primary school students | Frequency and percentage Paired T-Test | Significant changes were found among students in reading comprehension and speed tests |
Sun, (2020) | To explore the perception of teachers and students about the implementation of ER | Design: qualitative study Tool: semi-structured interview, Teaching material and reading journals Population and sample: eight students and four secondary school teachers from China | Braun and Clarke’s (2006) six steps of thematic analysis | Advanced and upper-intermediate learners had positive perceptions about the implementation of ER in China. Teachers’ guidance and supervision are also required for the success of ER |
Park, (2017) | To compare the effects of IR and ER on the reading attitude | Design: Quasi-Experimental study Tools: pre and post attitude questionnaire Population and sample: 72 school students from South Korea | ANCOVA | ER approach fostered a more positive attitude than IR. However, participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes |
Meniado, (2018) | To investigate the effectiveness of ER in a poor input environment | Design: survey study Tools: questionnaire and unstructured interview Population and sample: 365 college students and five teachers from Saudi Arabia | Descriptive statistics Thematic analysis | Students and teachers had positive attitudes. However, there were many challenges faced by students in ER program |
Park et al., (2018) | To compare the effects of IR and ER on vocabulary knowledge | Design: quasi-experimental Tools pre and post vocabulary test Population and sample: 72 school students from South Korea | ANCOVA | In the vocabulary test, the advanced and intermediate level learners benefited from ER, whereas the low level learners benefited from IR |
Porkaew and Fongpaiboon, (2018) | To examine the effects of ER on reading attitudes of learners | Design: experimental study Tools: one group pre-post questionnaire and semi-structured interview Population and sample: 68 Tertiary level students from Thailand | Paired sample T-Test | Students had a positive attitude towards ER Their intellectual value increased through ER. However, they perceived no practical and cognitive value through ER |
Park, (2017) | To compare the effects of IR and ER on reading comprehension and reading rate | Design: quasi-experimental Tools pre and post reading comprehension and rate test Population and sample: 72 school students from South Korea | ANCOVA | In the reading comprehension, the advanced and intermediate level learners benefited from ER, whereas the low-level learners benefited from IR |
Iqbal and Komal, (2017) | To develop vocabulary knowledge through ER | Design: mixed method approach Tool: Pre and post Population and sample: 100 students 20 teachers and four head teachers of elementary schools from Pakistan | Descriptive and inferential statistics | Students improved vocabulary through ER. However, administration and teachers did not play their role for ER to be successful. They needed training in ER |
Park, (2016) | To explore the impact of ER on the writing of ESP students | Design: experimental study Tool: pre and post Essay writing test Book recording form Assignment log Population and sample: 56 Korean university students | Independent sample T-Test | Both groups showed writing improvement, but the ER group performed more significantly than the traditional group |
Chien and Yu, (2015) | To explore the effects of ER on students ‘attitudes toward reading in English | Design: survey study Tool: post attitude questionnaire Population and sample: 36 university students from Taiwan | One sample statistics | ER improved the subjects, cognitive aspect of attitude; however, affective and behavioral aspects indicated negative results |
Lee et al., (2015) | To investigate the effects of two instructional approaches on grammatical ability of the learners | Design: experimental study Tool: pre and post attitude questionnaire and Grammar Test Population and sample: 124 South Korean Adolescent learners | ANOVA Test | Both methods had positive effects on grammar knowledge. However, low proficiency level learners had negative attitudes towards ER |
Khansir and Dehghani, (2015) | To investigate the impact of ER on grammatical knowledge | Design: experimental study Tool: post grammar mastery test Population and sample: 40 school students from Iran | Independent Sample T-Test | The experimental group performed better than the control group |
Mermelstein, (2015) | To improve writing ability through ER approach | Design: experimental study Tool: pre and post paragraph writing test Classroom Observation Population and sample: 211 Taiwanese University students | Paired sample T-Test Grading rubric for assessment | The study found a small effect on organization and content—a medium effect on vocabulary and language and a large effect on mechanics and fluency |
Tien, (2015) | To analyze the teachers and students perceptions about the effectiveness of ER program | Design: Survey Study Tools: Questionnaire 4 focus Group interview Population and sample: 1583 college students and 36 teachers from Taiwan | Thematic analysis independent-samples T-Test One-way ANOVA analysis | Linguistic benefits were achieved through ER Negative attitude of students and teachers changed to a positive attitude |
Rahmany et al., (2013) | To investigate the effects of ER on the speaking abilities of the students | Design: experimental study Tools: pre and post-Schmidt’s Motivation Questionnaire and test battery Population and sample: 60 school students from Iran | ANOVA | ER did not have a positive effect on the respondents’ motivation for speaking |
Kirin, (2010) | To investigate the impact of ER on writing ability | Design: experimental study Tool: pre and post-test of reading comprehension and essay writing Semi-structured interview Population and sample: 34 Hong Konger undergraduate students | Independent T-Test Thematic analysis | The study found no improvement in learners writing ability |