Speakers
Description
This presentation reports an exploratory study using Commonlit, an online reading platform designed for native English speakers in a Japanese EFL course. Pre/post-surveys measured students' perceived confidence in their reading, vocabulary, and discussion skills, and how they correlated with their feelings about their overall English, reading, and discussion abilities after the course. Results generally indicate positive influences on students' self-perceptions of their own skills. In addition, practical implementation strategies will be shared in this presentation.
Abstract section 3: Content/method
A five-point Likert-scale self-assessment with open-ended questions was administered to participants before and after a 15-class, 10-week English reading course. Each week, students first completed a vocabulary list, then read a CommonLit passage, and finally returned to Moodle to discuss it with their classmates. Because responses were anonymous and the respondent numbers differed between the two surveys, comparisons were made between independent cohorts, and all analyses used independent-group comparisons.
Abstract section 5: References
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287–310. https://doi.org/10.1007/BF01663995
Berardo, S. (2006). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix, 6(2), 60–69.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X
Guo, S. (2012). Using Authentic Materials for Extensive Reading to Promote English Proficiency. English Language Teaching, 5(8), 196 – 206. https://doi.org/10.5539/elt.v5n8p196
Owiti, T., & Suleh, E. (2023). Teachers’ Selection of Authentic Printed Materials in Fostering Intensive Reading Skills in Secondary Schools in Kenya. Journal of Language, Technology & Entrepreneurship in Africa, 14(1), 58–76.
Treve, M. (2023). Examining The Influence of Using Authentic Materials on ESL/EFL Learners. International Journal of Empirical Research Methods, 40–50.
Abstract section 1: Relevance
In Japanese EFL classrooms, the ability to introduce students to authentic foreign reading materials is essential because it not only allows students to be exposed to the real-world and cultural contexts of the foreign language but can also encourage further reading as student confidence increases (Berardo, 2006; Guo, 2012; Owiti & Suleh, 2023; Treve, 2023). This confidence has long-term implications, as students' beliefs in their self-efficacy have been shown to impact their motivation to complete a task (Bandura & Adams, 1977; Dörnyei, 1998). Yet, finding low-cost, authentic reading materials that motivate students is an issue that instructors need to consider.
Abstract section 4: Outcomes/results
The results showed a statistically significant increase in self-perceptions of overall English, reading, and discussion abilities in the post-course compared to the pre-course baseline (all p < .05). Additionally, those who rated CommonLit more positively reported a higher self-belief in their overall English and reading abilities (all p < .05). Finally, positive correlations were found between using CommonLit and the perceived abilities of the participants (all p < .05). Thus, suggesting that using CommonLit as a resource may support increases in students' perceptions of their abilities using authentic materials.
Furthermore, I will discuss practical implementation strategies for using CommonLit.
Abstract section 2: Contribution/research questions
1.) Whether students felt their reading abilities, vocabulary growth, and discussion skills were influenced by using CommonLit
2.) Whether these perceived influences of using CommonLit were correlated with students overall English, reading, and discussion abilities after using CommonLit.
| Title | I can do it! Building confidence with authentic readings |
|---|---|
| Teaching Context | General |