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The Effectiveness of Readers' Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Readers' Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context./
Author:	Al-Hamdi, Muayad.
Description:	1 online resource (188 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864385click for full text (PQDT)
ISBN:	9798759947271

The Effectiveness of Readers' Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context.
Al-Hamdi, Muayad.

The Effectiveness of Readers' Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context. - 1 online resource (188 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2021.

Includes bibliographical references

Researchers have considered reading as a vital skill for people learning the English language. Reading provides a crucial input for other language skills one needs to build proficiency in the language (Bich Thuy, 2018) and is a means for engaging in further study (Tobing, 2013). But reading in English poses many difficulties for Vietnamese students, and their reading problems can affect their academic progress and communication. EFL teachers tend to use silent, round robin, audio-assisted reading, or reading aloud themselves as teaching methods to teach students to read (Forney, 2013). Taking into account the reading problems of Vietnamese EFL students encouraged me to research other methods and instructions to help Vietnamese students learn to read English. The objective of my research study was to investigate the effectiveness of the readers' theater method of reading on the oral reading fluency and comprehension of Vietnamese EFL students. This study took a mixed-methods research design. I collected the scores of required pre-tests and post-tests from the EFL teacher. The students in both groups−experimental and control−took a pre-test and post-test on their oral reading fluency and comprehension. The EFL teacher used a readers' theater teaching methodology in the experimental group and other teaching methodologies, such as silent reading, audio-assisted reading, teacher read-aloud in the control group. The EFL teacher provided students' pre-tests and post-tests scores to me (the researcher). So, I examined the effect of readers' theater teaching methodology on students' oral reading fluency and comprehension. Additionally, I conducted individual Zoom-recorded interviews with the EFL teacher and seven students to probe the teacher's and the students' perceptions of readers' theater. I also included some reflections based on my personal observation in this research study. I hope to find out whether the readers' theater methodology influences the oral reading fluency and comprehension of Vietnamese EFL students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798759947271Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Oral reading fluencyIndex Terms--Genre/Form:

542853
Electronic books.

The Effectiveness of Readers' Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context.
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500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
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502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2021.
504 $a Includes bibliographical references
520 $a Researchers have considered reading as a vital skill for people learning the English language. Reading provides a crucial input for other language skills one needs to build proficiency in the language (Bich Thuy, 2018) and is a means for engaging in further study (Tobing, 2013). But reading in English poses many difficulties for Vietnamese students, and their reading problems can affect their academic progress and communication. EFL teachers tend to use silent, round robin, audio-assisted reading, or reading aloud themselves as teaching methods to teach students to read (Forney, 2013). Taking into account the reading problems of Vietnamese EFL students encouraged me to research other methods and instructions to help Vietnamese students learn to read English. The objective of my research study was to investigate the effectiveness of the readers' theater method of reading on the oral reading fluency and comprehension of Vietnamese EFL students. This study took a mixed-methods research design. I collected the scores of required pre-tests and post-tests from the EFL teacher. The students in both groups−experimental and control−took a pre-test and post-test on their oral reading fluency and comprehension. The EFL teacher used a readers' theater teaching methodology in the experimental group and other teaching methodologies, such as silent reading, audio-assisted reading, teacher read-aloud in the control group. The EFL teacher provided students' pre-tests and post-tests scores to me (the researcher). So, I examined the effect of readers' theater teaching methodology on students' oral reading fluency and comprehension. Additionally, I conducted individual Zoom-recorded interviews with the EFL teacher and seven students to probe the teacher's and the students' perceptions of readers' theater. I also included some reflections based on my personal observation in this research study. I hope to find out whether the readers' theater methodology influences the oral reading fluency and comprehension of Vietnamese EFL students.
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650 4 $a Reading instruction. $3 2122756
650 4 $a Pedagogy. $3 2122828
650 4 $a Instructional design. $3 3172279
650 4 $a Southeast Asian studies. $3 3344898
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653 $a Reading comprehension
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