Browsing by Subject "Reading skills"
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Item Effectiveness of Co-Operative Learning in Teaching Reading(Department of English Education, 2011) Pathak, ApsaraThe present thesis entitled “Effectiveness of Co-operative Learning in Teaching Reading”aims at finding out the effectiveness of co-operative learning on the performance ofsecondarylevel students in learning the reading skill in Nepal compared to the currentteacher-fronted teaching techniques. The researcher conducted anaction researchtodetermine the effectivenessof co-operative learning. The test items were developed forthe collection of data. The researcher collected data from the sampled population oftwentyfivestudents of grade nine of a community school in Kathmandu. A pre-test wasgiven in the beginning. Then,three progressive tests were conducted in the interval offive class periods each.The test items given for the post testwere the onesgiven tothepre-test.They were taught for twenty periods altogether. The average score of all the testitems were calculated.The results of the tests were compared to find out the effectivenessof co-operative learning on their achievement of readingproficiency. It was found thatco-operative learning was more effective than usual classroom teaching in practiceatsecondary level. Co-operative learning was found to be effective particularly in teachingreading.This thesis consists of four chapters. Chapter oneis an introductory chapter whichincludes general background, objectives of the study, review of the related literature andsignificance of the study. Chapter two includes the methodology adopted to complete theresearch. It particularly contains sources of data, sampling procedures, tools and processof data collection and limitations of the study. Chapter three consists of the analysis andinterpretation of the data. Chapter four consists of the findings and recommendations ofthe study based on the analysis and interpretation of the data. This chapter is followed bythe references and appendices respectively.Item Effectiveness of Pair Work in Reading Comprehension(Department of English Education, 2019) Giri, SangeetaThis research study entitled Effectiveness of Pair Work in Reading Comprehension aimed at findings out the role of pair work on developing reading skill. Specially, this has been carried out to analyze the accomplishments of research work. I selected twenty two students of Paradise Readers Academy School of Naikap. While completing this work, I administered a pre test and three progressive tests to know about the effectiveness of pair work and students’ proficiency level on reading skill and I administered a progress test to know about students’ progress on reading skill by adopting pair work techniques. During one month teaching period, I administered pre test and progress test. The reason of taking pre test and progress test was to observe and analyze the impact of pair learning approach in student’s reading and writings. By comparing the answer sheets of pre test and three progressive tests, it was found that reading skill of students was highly improved in progressive test. The average score in pre test was (5.2) which ascended to (7.1) in 1st progress test, gradually lifted to (8.3) in 2nd progress test and to a whooping (9.1) in the final or 3rd progress test. I used holistic marking scheme to score the students’ reading skill. The result indicates that pair work based technique has positive impact on students’ reading skill. It was found that pair work in reading comprehension was full of fun, amusement and the ability of students to understand the text improved quiet significantly after adopting pair work in reading. This thesis has been divided into five chapters viz. introduction; review of related literature and conceptual framework; methods and procedures; analysis and interpretation of data; and findings, conclusions and recommendations. The first chapter consists of background of the study, statement of problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. Similarly, the second chapter deals with the review of theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework. Likewise, the third chapter sheds light on the methods and procedures of the study which includes method and design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures and ethical considerations. The fourth chapter presents the analysis of data and interpretation of the results. Finally, the fifth chapter encompasses overall findings, conclusion and recommendations related to policy level, practice level and further research.Item Effectiveness of small group discussion in teaching reading comprehension of secondary level English classroom(Department of English Education, 2023) Joshi, DayakrishnaThe entitled study “Effectiveness of Small Group Discussion in Teaching Reading Comprehension of Secondary Level English Classroom' attempts to find the effectiveness of small group discussion(SGD) in teaching reading. To meet this objectives, thirty students of grade ten from a private school in Kathmandu metropolitan city were selected by applying the non- random sampling method. Pre-test and post-test that comprising matching items, short question answer items, finding synonym and true/false items were used to collect data. The pre-test was administered before the actual teaching in the classroom and the post-test was administered immediately after the completion of twenty eight days classroom teaching. The researcher himself was involved in the experimental teaching in the English language classroom. The score derived from the pre-test and post-test, data were tabulated and analyzed by using simple statistics and generated the research findings. During the experimental phase, the researcher applied the traditional method to group A (controlled group) and SGD method to another group, group B (experimental group). The test was administered to both groups and findings were derived by comparing the test score of both groups. The analysis on the basis of average scores, the study shows that teaching reading comprehension through the application of SGD is more effective than that of traditional method. This study consists of five chapters. The first chapter consists of introduction of the study, background of the study, statement of problem, objective of the study, research question, significance of the study, limitations of the study and definitions of the key terms. Chapter two includes the review of related literature, implications of study and conceptual framework. Chapter three deals with the research method, sampling procedures, tools for data collection and process of data collection. The fourth chapter deals with the analysis and interpretation of the data finally the fifth chapter deals with the findings, conclusion and recommendation of the study. The report also includes the references and appendix.Item The Effectiveness of Task- Based Approach in Teaching Reading(Department of English Education, 2010) Joshi, GangaThe present study was conducted to examine the “Effectiveness of Task- Based Approach on Reading”. The objectives of the study were to find out the effectiveness of task based language teaching in teaching reading and to suggest some pedagogical implications. This study was conducted in Learning Realm International School, Kalanki Kathmandu, Nepal. The students of class 9 were taken as the sample of the study. First, the researcher took a pre- test and on the basis of the result of pre- test, real teaching was started. The researcher taught for 25 days using Task- Based Approach. The action research was conducted to find out the effectiveness of task- based approach on reading. After the completion of teaching, a post- test was taken. The results of both the tests were compared to determine the effectiveness of task- based approach using action research on teaching reading. It was found that task- based approach was found to be effective. This thesis work consists of four chapters. Chapter one consists of introductory of related area of the study. It includes objectives, significance of the study. Chapter two provides the details of the methodology and the procedures followed by the researcher in the collection of the primary as well secondary data. Chapter three consists of analysis and interpretation of the data. The data were analyzed and interpreted on the basis of the average score in the pre- test and post- test. The last chapter, describes the findings and recommendations derived from this research.Item Reading Comprehension Ability of tharu Students of Grade Viii(Faculty of Education, 2009) Adhikari, KiranThis research work attempts to find out the reading comprehension ability of theTharu students of Grade VIII in two different reading texts. To carry out the research,120 Tharu students of Grade VIII fromsixdifferent schoolsweretakenas samplemaking equal participation of the boys and the girls, i.e. 10 boys and 10 girlsfromeach school and collectively 60 boys and 60 girls. A test was administered to them inorder to collect required data. The collected data were analyzed and readingcomprehension ability of the students was determined.It was found from the analysisthat reading comprehension ability of the Tharu students of Grade VIII of Morang isquite satisfactory but the girls were found weaker than the boys.This researchstudy consists of four chapters.The first chapter introduces the study interms of general background, review of the related literature, objectives of the studyand significance of the study.The second chapter concentrates on methodologyapplied to carryout the research. They are: sources of data, sampling procedures,tools for data collection, process of data collection and limitations of the study.Thethird chapter deals with the analysis and interpretation ofthe collecteddata. Themarks obtained bythe students have been analyzed to find out their readingcomprehension ability. The marks have been presented in tables and statistical toolssuch as average and percentage have been used in the analysis.The fourth chapterpresents the findings of the study and some recommendations based on the findings.References and appendices are presented at the end of this chapter.Item Strategies Adopted by Secondary Level Teachers to Enhance Reading Comprehension(Department of English Education, 2021) Basnet, NehaStrategies for teaching reading comprehension is very essential for making students clear in their learning process. Strategies are considered to be an important part for the teacher to tech any skills for the students. So in relation to the strategies for reading process,the present study entitled"Strategies Adopted by Secondary Level Teachers to Enhance Reading Comprehension"was carried out with the aim to find out the problems faced by the secondary level teachers for teaching reading comprehension. In order to fulfill the objectives of the study, 30 secondary level English teachers were selected from 15 schools of Kathmandu valley through random sampling procedure. A set of questionnaire and a set of observation checklist were prepared for the observation.Through the study it was found that maximum teachers familiarize the students with the help of post questions of the text. They also made the maximum use of objective questions to find out the main idea of the text and summarize the text after teaching.It was also found that the teachers motivated the students towards reading the text before teaching. The teachers also facilitated the students with the strategies of reading comprehension and thanked the students to teach them the way of ending the communicative class. This thesis is organized in five chapters. The first chapter deals with general background, statement of the problem, main objectives of the study, its research questions,importance of reading, delimitations of the study and operational definition of the key terms. The second chapter is concerned with the review of related theoretical literature, importance of English language teaching and learning, various skills of language teaching, types of reading and its stages, review of related empirical literature, its implications and the conceptual framework. The third chapter deals with the methodology used in the study, under which sources of data, sampling procedure,tools for data collection, process of data collection and limitations of the study are described. The fourth chapter deals with analysis and interpretation of data. This chapter consists of two sub sections. The first sub-section deals with the analysis of questionnaire to the teachers and second sub-section deals with the analysis of observation checklist. The final chapter deals with the major findings and recommendations of the study.Item Students' Ability to Establish Cohesion in Reading(Department of English Education, 2010) Bartaula, Laxmi RajThe research entitledStudents' Ability to Establish Cohesion in Readingisan attempt to find out the ability of the bachelor's level students to establishcohesion in reading. In order to do so, the researcher collecteddata fromstudents of eight different campuses of Chitwan and Nawalparasi districts byusing judgmental sampling procedure. The sample population consisted of 80students of the bachelor's level first year who were selected by using simplerandom samplingprocedure. Three different tests were developed and wereprovided to the students in order to assess their ability to establish cohesion inreading. The data were analyzed and interpreted aiming to find out the extent toestablish cohesion in reading comprehension and to compare their ability basedon different variables. Onthebasisofcollected data, the students' ability toestablish cohesive devices was determined by using simple statistical tools suchas mean and percentage.The research findings showthat students are moreproficient to establish cohesion in reading on cohesive ties format than on thefixed ratio format. They are more proficient to supply exact key words to thekey than to supply acceptable words. Overall, their ability to establish cohesionin reading seems to be very poor. Chapter one deals with the introduction. It consists of the general backgroundof the study, review of the related literature, objectives of the study,significance of the study and definitions of the specific terms.Chapter twointroduces the methodology adopted for the study. It encompasses sources ofdata, population of the study, sampling procedure, tools for data collection,process of data collection and the limitations of the study.Chapter threeconsists ofanalysis and interpretation of the data which has been done in termsof cohesive ties format, cloze test, stream-wise comparison, ethnicity-wise andcampus-wise comparison. The statistical tools such as mean, percentage alongwith different tables and figures were used while analyzing and interpreting thedata.Chapter four incorporates findings and recommendations. Based on theanalysis and interpretation, some significant findings are listed. On the basis ofthese findings, some recommendations for further researches are made. Thischapter is followed by references and appendices.Item A Study on Pcl Second Year Students' Proficiency in communicative Functions in English(Department of English Education, 2007) Ghimire, Yam NathThis research is an effort to find out the students' proficiency in using the appropriateexpressions of language to serve various communicative functions in the given situations.The communicative functions against which the students' proficiency was tested wereselected from those included in the newly introduced textbook at PCL first year of T. U.namely 'New Headway, Intermediate Students' Book' on the basis of most commonfunctions that are likely to occur in everyday communicative life in general. In this textbook different communicative functions are supposed to be taught and learned under thetitle of 'Everyday English' at the end of each unit. So, primarily this research is to see howfar the students who completed their PCL first year in the academic year 2062/063 doingthe textbook mentioned including two others namely Chinar I (Anthology) and AcademicEncounters which primarily deal with reading and writing skills in English, could showthe proficiency in using those communicative functions in the extended settings of dailycommunication. In order to carry out this study the researcher collected data from thePCL second year (academic year 2063/064) students studying in the campuses ofKathamndu valley. Thetotal sample population of the study comprises 120 students and they were selectedby using stratified random sampling procedure. The tools that the researcher made use ofwere two types of test items carrying 25 full marks each; receptive in which studentswere to recognize the expressions appropriate to serve various communicative functionsin the given situations and productive in which students had to produce the appropriateexpressions on their own to fulfill various communicative functions in the givensituations. While coding students' responses, each appropriate receptive answer wasassigned 1 score and 2 score for the correct productive response. The scores obtainedfrom the students were tabulated on the basis of variables specified. On the basis of thecollected data the students' proficiency in using appropriate expressions of language toserve those communicative functions was determined by using simple statistical tools such as average and percentage. The findings of the study show that the averagecommunicative proficiency of the students as a whole is 46.06 percent. And the studyalso shows that I.A. students are better than those of I.Ed. The study consists of four chapters. Chapter one deals with general background ofthe study, review of related literature, objectives of the study and significance of thestudy.Chapter two deals with methodology which entails sources of data, sampling populationand sampling procedure, tools for data collection, process of data collection andlimitation of the study. Chapter three entails analysis and interpretation of the data. The data has been analyzedunder content-oriented variables and informant-oriented variables. Chapter four consists of findings and recommendations made on the basis of the findings.The findings of the study show that students are better in the productive use of language for communicative purpose i.e. they are more proficient in using appropriate expressionsof language on their own to serve those communicative functions understudy rather thanin recognizing the expressions appropriate to serve those communicative functions in thegiven situations. The findings also show that the communicative proficiency of thestudents of PCL in HSS both receptive and productive is better compared against those ofPCL in Ed's counterparts.Item The Techniques Employed by English Teachers While Teaching Reading Skills(Department of English Education, 2011) Bhatta, Tika KumariThis thesis entitled“The Techniques Employed by English Teachers While Teaching Reading Skills”,has been prepared to identify and analyze the techniques used in teaching reading skills. In order to carry out this study, Icollected the data from ten teachers who were teaching in ten different colleges in Kailali district. I used both classroom observation checklist and techniques survey opinionaire to collect the required information. To fulfill the purpose of my study,I observed forty different classes; four classes of each teacher while teaching reading at higher secondary level. The findings of this study show that majority of teachers were conducting sensitizing and scanning techniques, however, they were not sufficient. Most of the classes were found being dominated by the teachers’ activities and there was a practice of lecture method. Teachers themselves read the reading passage and they explain edit sessence. In less than twenty percent classes,students were involved in reading the text. The study consists four chapters. Chapter one deals with introduction and it consists of reading as receptive and productive skills, approaches to reading,stages in teaching reading, reader knowledge, skills and strategies and teaching techniques. Similarly, chapter two explains the methodology which consists of processes of data collection, sample population and sampling procedure along with its tools and limitations of the study. Chapter three includes analysis and interpretation of data. It deals with different classroom techniques that are related and practiced to teaching reading skill. Chapter four consists of findings and recommendations made in the light of findings.Item The Techniques Used by IELTS Instructors in Teaching Reading Skills(Department of English Education, 2019) Ghatang, RitaThe thesis entitled “The Techniques Used by IELTS Instructors in Teaching Reading Skill” has been prepared to explore the techniques used by IELTS Instructors in teaching reading skill. To conduct the research, the researcher followed the ethnography research and collected the data through the live environment of the different IELTS preparation classes using observation check-list and making note in dairy. After collection of the data, the observation check-list and the written things in dairy were analysed immensely. The major finding of this research study are the mostly used techniques by IELTS Instructors i.e Scanning , Skimming, Underlining the key words, Searching for synonyms of key words, Locating the area of answer in given passage, Paraphrasing the questions, Predicting and Guessing what can be in the blanks like noun, adjectives or pronoun while solving IELTS Reading Skill Testing questions. Likewise, the findings show that the IELTS Instructors focus on teaching different strategies and techniques to students because only the subject knowledge is not sufficient in order to face IELTS Exam. The first chapter of this thesis consists of general background, statement of the problem, objective of the study, significance of the study, delimitation of the study and operational key terms. Similarly, the second chapter deals with the review of related literature, reading techniques, IELTS-General Information, IELTS Test Format, Types of IELTS Reading Questions, Types of IELTS Test, Scoring System in IELTS Test, Review of Related Empirical Literature, Implication of the review for the study and Conceptual Framework as well and the third chapter incorporates the methods and procedures of the study adopted for the research under which the design of the study, sources of data collection, sampling procedures, the tools for the data collection, process of data collection and limitation of the study. Similarly, the chapter four deals with the analysis and interpretation of the data obtained through the ethnography research methodology. Eventually, the fifth chapter deals with findings and recommendations based on research.Item Three Reading Phases Technique to Develop Reading Skills of Students Studying at Grade-IX: Action Research(Department of English Education, 2021) Dhakal, Nal RajThe present research entitled Three Reading Phases Technique to Develop Reading Skills of Students Studying at Grade-IX: Action Research was an attempt to ascertain the effect of three reading phases technique to develop reading skills and to provide pedagogical implications. I followed action research deign to carry out this study. Twenty two respondents were selected using purposive non random sampling procedure. The pre -test, the progress test and the post- test items and a set of rating response item tests were the main tools for data collection. The collected data were analyzed and interpreted descriptively and statistically. The major findings of study shows that three reading phases technique help the students develop reading skills of secondary level students to understand the structure and organization, enable to deduce meaning of unfamiliar phrases and words, understand the underlying themes ; learners have active roles to develop independent in the way of study, remember, store and use language participating in different activities of reading skills and it is suggested that English language teachers should implement this technique in the EFL classroom with different practicable reading activities and assessment process that enable learners to understand the ideas and knowledge from the reading texts. This thesis consists five chapters. The first chapter deals with the background of the study, statement of the problems, rationale of the study, research objectives, research questions, delimitations of the study and definition of the key terms. The second comprises theoretical review of and empirical studies, implication of the study and conceptual framework. Likewise, third consists of research design, population, sample and sampling strategy, study area/field, sources of data, data collection tools and techniques, data collection procedures, data analysis and interpretation procedure and ethical considerations. The fourth chapter presents the results and discussions. The fifth chapter is about the conclusions and implications of this study. References and appendices are included at the end of this thesis.Item Transfer of Teacher Training in Teaching Reading Skills(Department of English Education, 2010) Khatiwada, Sudarshan PrasadThe present thesis entitled 'Transfer of Teacher Training in Teaching Reading Skills' aims at identifying and describing the teaching activities of trained teachers in terms of motivation, presentation, practice, methods, techniques, and evaluation system of teaching and to analyze the transfer of training of trained teachers in teaching reading skills. The researcher collected the data by observing the classes of trained English teachers of the Government aided Secondary Schools of Ilam District by using non-random purposive sampling. This research study shows that training is essential in teaching language especially reading skills. It has played a significant role for the professional, personal quality, skill and all round development as well. The status of trained teachers in all aspects of language teaching-from motivation to evaluation system- has been found good. Most of the teachers (80 percent) are successful in transferring their training in teaching reading skills. The study has been divided into four main chapters and other sub-chapters. Chapter one consists of general background of the study. It also consists of review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology, i.e. how the research work was carried out. The study is based on the both primary and secondary sources of data, sample population, sampling procedures, tools for data collection and limitations of the study. Chapter three consists of the analysis and interpretation of the collected data. The data were analyzed through class observation of the trained teachers only. Chapter four incorporates findings and recommendations. On the basis of the analyzed data, the findings have been listed and in turn, on the basis of the findings some recommendations have been made. Eventually, references and appendices are also given. The appendix part includes the research tools and other information.Item Use of adaptation techniques in developing reading comprehension(Department of English Education, 2016) Khadka, Man BahadurThe present study entitled Use of Adaptation Technique in Developing Reading Comprehension is an attempt to find out the use of adaptation techniques in developing grade nine students’ reading comprehension ability. In order to carry out this study, I selected twenty-five students of grade nine of Simant Higher Secondary School using non-random purposive sampling procedure. For the study, I used those twenty-five students as primary sources of data. After selecting the sample population, a pre- test was administered to determine the students’ initial proficiency on the selected items i.e. tick the best answer, match the words with their meaning, true-false, exploring the meaning and question-answer . After the identification of their initial proficiency, they were taught using adaptation techniques: modifying and compensating for ten days. After teaching for ten days, progress test was administered. And after correcting and giving feedback, then further ten lessons were taught using the same adaptation techniques and finally post test was administered. From the test results, it was found that there was the increment in the number of students who obtained the score in the highest range. This shows adaptation techniques: modifying and compensating are effective teaching techniques in developing reading comprehension. This thesis consists of five chapters. The first chapter is introductory in nature. It introduces adaptation technique in general. It also includes statement of the problem, objectives of the study, research question, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter deals with the review of the related literature, implications of review of the study and conceptual framework. Similarly, the third chapter deals with the methods and procedures of the study, design of the study, sample population, sampling procedures, data collection tools, data collection procedures, and data analysis and interpretation procedures. After that, the fourth chapter deals with results and interpretation and summary of the findings, and the last chapter deals with conclusions, implications in policy level, practice level and further research followed by references and appendices.Item Use of interaction and classroom language in improving reading and writing skills(Department of English Education, 2016) Bista, Prem BahadurThis research is study on Use of Interaction and Classroom Language in Improving Reading and Writing Skills. The main aim of this research was to find out the proficiency of reading and writing using interaction and classroom language. In order to collect the data, both primary and secondary sources were used. All the data were collected through pre-test, progress test and post test. For the primary resources of data, 50 students of grade 8 of Ma.Vi. Madhapur Goltakuri Dang were selected by using non-random purposive sampling procedure. The main tools for data collection were sets of test. Pre-test was administered before the intervention to know the existing proficiency of students. Progress test was administered in between the intervention and finally, the post test was administered to know whether there was development of reading and writing skills or not and the scores obtained in the different tests were analyzed. In reading and writing, the students scored 14.24 average score in pre-test, 17.68 in progress test and 20.28 in post-test. Similarly in interactional skill the average scores were 5.42, 6.28 and 7.24 out of 10 in pre, progress and post-test respectively. In the same way in class room language, the students scored 4.2, 4.86 and 6.16 average scores out of 10 in pre, progress and post-test respectively. At each test students were found showing better performances. From this study, it has been found that use of interaction and classroom language is an effective to develop proficiency of reading and writing in the students. This thesis has been divided into five chapters. The first chapter consists of the introduction of the study. The introduction consists of general background, statement of problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of key terms. The second chapter deals with review of related literature and conceptual framework. Similarly, the third chapter of this study consists of methods and procedure of the study. The fourth chapter deals with analysis and interpretation of results. In this way fifth chapter includes conclusions and some recommendations made on the basis of the findings. Finally, the references and the appendices which are necessary for the validation of the research are also presented.