Extensive Graded Reading with Engineering Students: Effects and Outcomes

Autor/in	Hagley, Eric
Titel	Extensive Graded Reading with Engineering Students: Effects and Outcomes
Quelle	In: Reading in a Foreign Language, 29 (2017) 2, S.203-217 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Foreign Countries; College Students; Engineering Education; Reading Instruction; Reading Habits; Student Evaluation; Reading Attitudes; Reading Tests; Student Surveys; Pretests Posttests; Reading Motivation; Second Language Learning; English (Second Language); Statistical Analysis; Reading Programs; Program Evaluation; Pilot Projects; Majors (Students); Evaluation Methods; Computer Assisted Testing; Language Tests; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Ingenieurausbildung; Leseunterricht; Reading habit; Lesegewohnheit; Schulnote; Studentische Bewertung; Reading behavior; Rading behaviour; Leseverhalten; Lesetest; Schülerbefragung; Lesemotivation; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Programme evaluation; Programmevaluation; Pilot project; Modellversuch; Pilotprojekt; Language test; Sprachtest
Abstract	Extensive graded reading (EGR) was carried out with a cohort of 600 engineering students in a university in northern Japan. Pre-and post-surveys were conducted to discover changes in the general reading habits of students, their attitudes toward the assessment method and how goals changed over the course of study. The first survey was carried out in week 2 of the 15-week course and the second in week 13. An analysis of changes showed that EGR was generally well accepted, that students' perceptions of studying English seemed to improve, that students spent a little less time on recreational reading to compensate for the increases required in the EGR course and that most read considerably more running words than their initial goals. In addition, the results suggest that the short MoodleReader quiz format used for assessment was also generally well received by students. Implications for teachers using EGR are discussed. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01