New Practice in English Reading Comprehension in Algeria

International Journal of Digital Information and Wireless Communications (IJDIWC) 1(1): 254-266 The Society of Digital Information and
Wireless Communications, 2011(ISSN 2225-658X)
New practice in English reading comprehension in Algeria

Samir Zidat1 and Mahieddine Djoudi2 Computer Science of Batna, UHL University, Algeria, samir.zidat@gmail.com
2
Laboratoire SIC et Equipe IRMA UFR Sciences SPMI, Universit de Poitiers Tlport 2, Boulevard Marie et Pierre Curie, BP 30179, 86962 Futuroscope Chasseneuil Cedex, France mahieddine.djoudi@univ-poitiers.fr
ABSTRACT
The present article is divided into two interrelated sections. The first section starts with the presentation of language skills and reading comprehension. The second section is destined to the description and analysis of an experimental study that we conducted in our Computer Science Department with student of fifth year preparing the engineering degree. Reading comprehension was measured by performance on a set of comprehension abilities. The findings of the experiment reveal by the ANOVAs (ANalyse Of VAriance) method that from practical side, a true integration of computer/web in English language pedagogy can foster the learners affective aspect of learning and incite the teacher to be an active of educational change. The paper concludes with some suggestions and recommendations necessary for the implementation of web/computer-based language learning in Algerian universities.
One of the most difficult problems facing Batna university teachers today is that many students come from secondary schools without the indispensable knowledge, skills, or disposition to read and comprehend the print or electronic text. The current English language teaching situation at the University level for Computer Science students does not lead to good results. Teachers need to develop skills that encourage reading comprehension, guarantee content learning through reading, and deal with the differences in comprehension skills that their students present. Each student will have different strengths to build on and different weaknesses to overcome. Reading is all about information. Its about creating a mental framework that helps us to extract and construct meaning through interaction and taking part with written language. The key to enhanced reading comprehension is a sufficient practice in order to acquire a wide range of capacities and abilities. An important goal is to learn how to become self-regulated, active readers who have a variety of strategies to help them comprehend. One of the most difficult problems facing university teachers today is that many students come from secondary schools without 254
KEYWORDS
Reading comprehension, E-learning, Assessment, Online Platform, Analyse of variance, Statistical analysis system.
1 INTRODUCTION
International Journal of Digital Information and Wireless Communications (IJDIWC) 1(1): 254-266 The Society of Digital Information and Wireless Communications, 2011(ISSN 2225-658X)
the indispensable knowledge, skills, or disposition to read and comprehend the electronic text and multimedia documents in addition to conventional print. The student brings all his capacities, abilities, knowledge, and experiences to the act of reading. The students sociocultural context influences, and in some cases determines, the activities in which student is engaged with the text. Teachers need to develop skills that encourage reading comprehension, guarantee content learning through reading, and deal with the differences in comprehension skills that their students present. The difficult job of teaching reading comprehension is greater than before because all students should read more text and more complex. This paper is organized as follows. In Section 2, we start with the presentation of language skills and reading comprehension. The last section is destined to the description and analysis of an experimental study that we conducted in our Computer Science Department with student of fifth year preparing the engineering degree. Reading comprehension was measured by performance on a set of comprehension skills. The findings of the experiment reveal by the ANOVAs method that from practical side, a true integration of computer/web in English language pedagogy can foster the learners affective aspect of learning and incite the teacher to be an active of educational change. The paper concludes with some suggestions and recommendations necessary for the implementation of web/computer-based language learning in Algerian universities.
2 RELATED WORK There has been much work on online reading focusing on new interaction techniques [1] and [2] to support practices observed in fluent readers [3] and [4], such as annotation, clipping, skimming, fast navigation, and obtaining overviews. Some work has studied the effect of presentation changes like hypertext appearance [5] on reading speed and comprehension. The findings support what other studies have found in terms of positive influence of online environment on students performances [6], [7], [8] and [9], but cannot be a substitution for them. The characteristics of online environment can increase students motivation, create highly interactive learning environments, provide a variety of learning activities, offer independence to users in the process of learning, improve learners self confidence, and encourage learners to learn in a better way with technologybased tools. Nowadays, most of the universities are asked to enhance of their personals skills in order to utilize the new technologies in their teaching activities in an efficient way [10]. One of the modern technologies is online learning environment which is a software application to be used to integrate technological and pedagogical features into a well-developed virtual learning environment [11], [12] and [13]. Students have easy access to course materials, take online tests and collaborate with class mates and teacher. 3 ONLINE READING COMPREHENSION
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At the heart of Anderson's approach is his belief that "reading is an essential skill for English as a second/foreign language (ESL/EFL) students; and the most important skill to master. With strengthened reading skills, ESL/EFL readers will make greater progress and attain greater development in all academic areas" [14].This alerts us that the context for most of the discussion is in reading for academic purposes programs in university and secondary school education settings. How readers extract meaning from a text has long been a focus of attention because the process of extracting meaning gives us invaluable information about readers' cognitive processes during reading [15]. It is important to remember that readers have internalized their reading processes so thoroughly, that they are rarely conscious of them. It is still noted, in the current teaching practices that, if comprehension is very often evaluated in the classes, it is seldom taught as such. Much research [16, 17] have demonstrated that it is possible to implement special teaching of the comprehension and that latter improves the performance of students. These works stress on the acquisition of an active and self controlled behavior reader who is going to focus on the use of strategies for understanding. Roland Goigoux [18] also specifies that three factors may hinder the inferential process of these students: the small size of their knowledge of the world, insufficient reliability of their linguistic processing, and finally and most importantly the lack of awareness of the need for the reader to go beyond the explicit text information. The weakness of the students on this third point is a lack of clarity on the
cognitive nature of intellectual activity that constitutes reading. This finding raises the question of the identification procedures and comprehension strategies as new objects of the teaching and learning process. We believe that an improvement in cognitive clarity this will necessitate a greater capacity for self-regulation. By self-regulation, we mean the capacity to evaluate their own level of comprehension, to locate, in case of difficulties, their loss or their incomprehension and to implement the adequate strategies to remedy it. Such strategies include, besides the regulation of their reading speed, carrying out returns in the text (for example, passages read before and likely to be at the origin of the difficulties), to raise questions about the significance of what has just been read, pay more attention to the parts which seem more difficult, and so on. From the point of view of cognitive psychology, any learning requires a repeated confrontation with the same situation. If we consider that the learning based on a repetition of the activity and that resolution and self inferences are two skills necessary for a good understanding, then we consider that a continuous practice associated with a verbalization could be an effective tool for remediation. How readers extract meaning from a text has long been a focus of attention because the process of extracting meaning gives us invaluable information about readers' cognitive processes during reading. First language reading has been characterized as a constructive process which involves creating a mental 256
representation of the text, i.e. a gist which includes the authors intent and the text content, shaped by the readers prior knowledge and goals [19, 20]. According to Kintsch and van Dijk [21] and Kintsch [22], the propositions in a text are transformed and condensed into the gist, made up of the readers schema, the microstructure and macrostructure of the text. Reading comprehension can also be defined as the ability to obtain meaning for some purpose [23]. In order to comprehend successfully, the reader must identify a series of letters as a word, access the meaning of the word from the lexicon or mental dictionary, and integrate individual word meanings into a coherent sentence level representation. As such, successful reading comprehension requires the efficient coordination and integration of a number of underlying cognitive processes, which include reading decoding abilities and the utilization of linguistics and relevant previous knowledge [22, 25]. Topic-relevant or world knowledge plays a critical role in successful comprehension of texts, as readers must use their knowledge to integrate meanings of individual sentence meanings into a coherent representation of situations or events depicted by overall text, which is often called the situation model [22, 24]. 4 SOFTWARE ARCHITECTURE When the teachers daily tasks are observed thoroughly, we find out that she/he executes a number of different activities. For example, helping students acquire specific reading skills such as: main ideas, factual recall, vocabulary, sequencing, ability to make inferences, and drawing conclusions. So the teacher
is a position to tell which kinds of knowledge and strategy can be applied to understand a given text, and can support students in the process of reading comprehension by providing suggestions and corrections. Finally analyzing students comprehension and explaining the different types of errors. ReadFluent is designed to equip teachers with the following characteristics such as: flexibility and generality in order to meet individual students needs and abilities. Students can access to our environment once they are in the university and outside as well.
Figure 1. Environments basic architecture
We were not particularly interested in meeting only the students satisfaction taking into consideration their social aspects of interaction, teachers and administrators were also included. Meeting social, intellectual and technical interactions of all users of a learning tool should be a basic guide for designers. Satisfaction of the users in the computer based and information environments is very important for developers and administrators of these environments [26]. Because success of the computer 257
based environments generally is associated within the user satisfactions [27]. Satisfaction is one of the factors that affect usability of the system which also directly affects users performance. When we developed ReadFluent we took into consideration these three major metrics satisfaction: 1. Systems quality: Easy-to-use, user friendly, stable and fast. 2. Information quality: Completeness, well organized, clearly written and up-to-date. 3. Service quality: Prompt, knowledgeable and available. ReadFluent is a web-based application with server-side processing of intensive requests. The application provides the three principal users (teacher, learner and administrator) a device, which has for primary functionality the availability and the remote access to pedagogical contents for comprehension reading, personalized learning and distance tutoring. ReadFluent allows not only the downloading of the resources made available on line (using a standard navigator), it also provides a real environment where all users can somehow meet and satisfy their personal learning needs. Conceptually, the relationship among the three principal components of the environment can be viewed as in Fig. 1. To use ReadFluent, learners should be able to choose or type basic sentences. Learners as showed in Fig. 2 and Fig. 3 are guided step-by-step, through the process of learning. Personalized tips and suggestions are provided throughout. Students may at any time save and resume work where teachers can access to easily.
The developed learning environment for this study is a web application written in PHP 5.2.0 scripting language and Apache 2.2.3 Web server. A MySQL 5.2.27 database connected to the learning environment contains the learning materials and registers students actions such as: performance and tasks timing. ReadFluent works on two operating system (Win, Linux) supporting one of many popular web browsers. Recommended browsers are Firefox 2.0+ and Internet Explorer 6, 7.
Figure 2. sample of gap filling
ReadFluent with an instruction of the teacher suggests two scenarios to the students: 1. Tasks accompanied with text (Students can see and resee the supporting text as many times as they wish) 2. Tasks without accompanied text (Students access to supporting text only once, just at the beginning) The tutor can formulate several forms of questions: 1. Multiple Choice Question, MCQ, 2. Reorder the given sentences, 3. Gap filling, and 258
4. Research the pertained information. 5 EXPERIMENTATION Today, Algerian universities are expected to provide students access to online learning to support traditional teaching. No previous studies have been conducted to examine the effectiveness of online reading and to provide support for the use of online reading in English as a second foreign language EFL classroom settings. The lack of studies has in part reflected the difficulty in administering experimental studies at Algerian universities due connectivity in the past years do not guarantee successful distance learning use and Internet novel presence in society at large. These e-Learning applications, designed to offer students an alternative learning or training arrangement through the Internet, can be important contributions to existing educational programs. It is important that the consequences of their implementation are thoroughly reviewed before the systems are implemented. In Batna Computer Science Department, one way to gauge students reading development is through reading aloud, which can provide a teacher with information about the reading cues student are using as well as levels of fluency and accuracy. However, Not all competent readers can read aloud well or at all, and, for some, skill at reading aloud is not very representative of reading comprehension [28]. Another way to evaluate the reading ability of students is through giving them reading comprehension questions answering tests. These tests typically consist of a short text followed by questions.
Presumably, the tests are designed so that the reader must understand important aspects of the text to answer the questions correctly. In this paper, we will study our ReadFluent environment, developed as a support system for students, with emphasis to what extent the system is suitable as a supplement to more traditional educational programs. For the development and implementation of effective online comprehension environments, there is a need for teachers to become active and critical online users and develop their own skills and strategies for creating and/or selecting online materials. Although [29] advances that Yet even with these modern and powerful tools, authoring web-based questions and quizzes remains a difficult and time-consuming activity! The main hypothesis of the present research study is as follow: the ongoing integration and utilization of the online reading comprehension skills will firstly enhance the learners affect exemplified by high motivations, and selfconfidence. Consequently, when learners are motivated, they learn better and acquire more knowledge. Secondly, empower the English teachers roles and responsibilities as active agents of pedagogical and technological change. The main objectives of the current work are to investigate, firstly, the validity of web based application for reading comprehension and secondly, to attract both teachers and learners attention as to the crucial relevance of the urgent integration the web in English language learning in Algerian university. Through ReadFluent, we have tried to exploit the advantages of online, web techniques, offering students a system 259
that they can use any time from any place. The idea of ReadFluent is not to replace existing teaching methods, but to work together with. 5.1 Materials The reading materials were two passages given into English language, one text concerning Computer and another Network. A set of a closed-ended comprehension questions was prepared for the two texts. Multiple choice questions, reorder the given sentence, gap filling and research the pertained information are a common means of assessing learners' reading comprehension because the task is familiar to students and is easy for researchers to score [30]. Then the closed-ended format was chosen, despite much of the criticism on this method of testing, after a preliminary study with the open-ended format of questions which yielded too many divergent responses [31].
application were investigated. The students native language was Arabic, and they were learning English as a second foreign language. Hence, most students reading in a language which is not the learners first language is a source of considerable difficulty. Their EFL vocabulary and grammar knowledge as well as their efficiency in processing EFL words and sentences are at a low level, relative to their L1 (First language) skills. Another hypothesis was investigated, which states that good motivation by collaborative work gives good results is strategic in nature and can be transferred to EFL reading comprehension, despite relatively poor skills in EFL vocabulary and grammar knowledge and relatively slow processing of EFL words and sentences. The two research questions of this study are the following: 1. Are there any differences in students' reading paper-and-pencil / web mode? 2. Are there any differences in students' reading individual / collaborative mode? 5.3 Procedure Before the tests and questionnaire were administered, students read a consent form that explained the purpose of the study and they agreed to participate. All students read both passages and completed all measurements for both passages on two different days separated by 2 weeks. The students are divided in four groups (see table 1). In the first session, the Computer text was used; in the second session, the Network text was used. In each session, the students of two groups received the web condition and two 260
Figure 3. Questions sample
5.2 Research Questions In this article we used ANOVA analysis, based on a sub-sample of participants enrolled in the fifth years of Computer Science Department of Batna (Algeria) University, the effects of web-based
other the paper-and-pencil condition. Thus after two weeks, every student was exposed to the two contents (Computer and network), each content is in one of two processing conditions (paper-andpencil and Web).
concerning every session summarized in the table 2. The test condition following instructions: involved
are the
Group N. Group 1 Group 2
Composition 5 students working separately on web. 5 students working separately on paper-and-pencil. 2 groups of students (2 and 3) working in reading-collaboration on web. 2 groups of students working in reading-collaboration on paperand-pencil.
Read the following text. You have fifty minutes for this task. The conditions were explained to students who asked for clarification. The set of questions was distributed to the students with the text on their desks or accessible directly via Web. After 5O min, all the materials were collected or saved.
Group N. Group 1 Group 2 Group 3 Group 4 Session I Computer text Computer text Network text Network text Session II Network text Network text Computer text Computer text
Group 3
Group 4
Table 1. The groups of work
In the first session, two groups (1, 2) of the students used the paper-and-pencil like support of work (reading and answering) for the Computer text; each student of the first groups work separately and the second group is divide also into two small groups of students working collaboratively (Read the text and do a set of questions, together). The other two groups (3, 4) used the web as work support for the Network text. Each student of the third group work separately and the fourth group is divided also into two small groups of students working collaboratively. In the second session, those students who had received the paper-and-pencil condition in the first session received the web condition for the Computer text, and those that had received the paper-and-pencil condition in the first session received the web condition for the Network text. The information
Table 2. The type of text per Group/Session
The text to read and the tasks (set of questions) are elaborated by a specialist teacher at the Department of English language of Batna University. The set of the proposed questions are marked on 20 points. After completing the two activities, the students completed a postactivity questionnaire. They were able to agree or disagree with different statements intended to measure their perceptions of the effectiveness of the task and the technology they used to accomplish it. 5.4 Statistic Study and Result By using the SAS (originally Statistical Analysis System) which is an integrated system of software products provided by SAS Institute, the statistical procedure Analysis of Variance (ANOVA) is 261
selected because we want investigate the relationship of independent variables with dependent variables and are concerned about the variation between and within groups of variables [32]. As showed in figure 3, the web factor is significant (p=0.026): the students who used the Web mode (G1 and G3) obtained a higher performance longer than those which used the paper-andpencil mode (G2 and G4). The use of the web as work support in the reading comprehension was more effective than the traditional use of paper-and-pencil concerning this population.
important role. Contrast G1 G3 vs. G2 G4 is significant (p=0.0026), but not contrast G1 G3 vs. G2 G4. The results of the present study indicated that one important interacting factor in the EFL reading comprehension is the Web use. To evaluate the students subjective attitudes toward the online reading, we administered a questionnaire at the end of tests. The questionnaire included a range of questions focused on the online readings value, its features, and aspects of its usage. 5.5 Limitations of the Study The study was conducted within a relatively short period of time; this may have negatively skewed the results obtained. The fact that the study was done with only one class of students at Computer Science Department at Batna, Algeria, may also limit the extent to which the results can be generalized to other population. In the near future, we are thinking of carrying out a thorough investigation of the same issue at a national scale, maybe, why not a Maghreb one (Tunisia, Morocco and Algeria). 5.6 Discussion
Fig 3: Statistical result The collaborative factor is no significant (p=0.0856): the students who used the collaborative mode (G3 and G4) obtained an equivalent performance as than those which used the paper-andpencil mode (G2 and G4). The factor method (collaborative vs. individual) does not seem here to have of influence. Only the nature of the mode (web or paper-and-pencil) seems here to play an
Access to the online reading environment helps teachers discover ways to bridge the gap between students needs and classroom instruction. The teachers may motivate their students by selecting the appropriate materials and especially for those at the early stages of learning. Students with comprehension disabilities must find meaningful ways to complete the task of gaining understanding from written text, and reading comprehension strategies offer 262
possibilities for comprehension.
improving
reading
This experimentation allows us to collect information on the effective activities of the users. We can thus validate or question certain technical choices and determine with more precision the adaptations that have to be made to the online tools. If we define comprehension only as reading a passage and answering a few multiple-choice questions about it, the Reader couldn't know that he is in need to develop a deeper and more precise conceptualization of the construct. Some measures of comprehension that are referenced to the characteristics of text are necessary. That is, a way of relating an assessment of comprehension to the difficulty of the text. Common comprehension assessments focus on standard tasks as reading for immediate recall, reading for general idea, and reading to deduce word meaning. But these assessment procedures to evaluate learners capacities are not enough. It's valuable information to know how the learner modify old or build new knowledge structures, to evaluate texts on particular criteria or to use information obtained while reading in the interest of problem solving. The two important consequences of reading with comprehension are knowledge and application. The assessments that return all two are crucial to the success of reading with comprehension. However, such a discussion would be incomplete without addressing the disadvantages or obstacles related to the use of the online reading environment. While the online reading environment offers a great deal to the students
English reading comprehension, it is not without its problems. When lines are not sufficiently fluent due to services quality, it may take time to access information and technical problems themselves can lead to frustration. We find the findings of the experiment most encouraging. However, the simple availability of a good tool, of known benefit to the students, is not enough to guarantee its large educational impact. Supplementary measures are necessary to enable teachers to develop positive attitudes toward the new tools, to adopt them [33] and to engage students to use them. The assumptions, that can help teachers effectively adopt and use ReadFluent, include the presence or the lack of appropriate training, administrative support, and restraints due to traditional pedagogical beliefs and resistance to change. According to [38], a known way to encourage the use of educationally beneficial tools is to convert them from student-driven to assessment-driven tools. We hope that the developed environment will be used as a medium which can foster a close relationship between students and teachers and used more broadly, enabling us to collect more data and perform some deeper analyses of its influence on different categories of students. In particular, we intend to explore it with new categories of students, such as secondary school. 6 CONCLUSION We presented in this paper an original approach for reading comprehension of English second foreign language by using web-based application. According to the study of the experimentation 263
result, we can conclude that learning by computer doesn't stop evolving, and the learner finds a simple method of education. We have started experimenting with the use of the environment in real learning situation. This experimentation allows us to collect information on the effective activities of the users. We can thus validate or question certain technical choices and determine with more precision the adaptations that have to be made to the integrated tools. A detailed evaluation of the effectiveness of the learning environment has yet to be completed. In prospect, the approach aims at developing in the learners other language skills, so that they can express themselves in English language. If we define comprehension only as reading a passage and answering a few multiple-choice questions about it, the reader couldn't know that he is in need to develop a deeper and more precise conceptualization of the construct. Some measures of comprehension that are referenced to the characteristics of text are necessary. That is, a way of relating an assessment of comprehension to the difficulty of the text. Common comprehension assessments focus on standard tasks as reading for immediate recall, reading for general idea, and reading to deduce word meaning. But these assessment procedures to evaluate learners capacities are not enough. It's valuable information to know how the learner modify old or build new knowledge structures, to evaluate texts on particular criteria or to use information obtained while reading in the interest of problem solving. The two important consequences of reading with comprehension are knowledge and
application. The assessments that return all two are crucial to the success of reading with comprehension. The obtained results supported our hypothesis that claims that the use of web based application can contribute in improving the students reading comprehension. Henceforth, we recommend the generalization of this new technology in our schools and universities to allow students take a maximum advantage of it. 7 REFERENCES
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International Journal of Digital Information and Wireless Communications (IJDIWC) 1(1): 254-266 The Society of Digital Information and

Wireless Communications, 2011(ISSN 2225-658X)

New practice in English reading comprehension in Algeria

Figure 1. Environments basic architecture

Figure 2. sample of gap filling

Figure 3. Questions sample

Group N. Group 1 Group 2

Table 1. The groups of work

Table 2. The type of text per Group/Session

possibilities for comprehension.

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