The Impact Of Incorporating Computer-based Interactive Videos On Developing Learners’ Comprehension Skills In Scientific Texts The Case Of Second-year Students Of Tamazight, At The Akli Mohand Oulhadj University, Bouira, Algeria
Keywords:
bottom-up and top-down comprehension skills, computer-based technology, scientific texts, interactive videos, Tamazight languageAbstract
The current paper is an experimental research meant to explore the multiple facets of deficiency in learners’ reading comprehension of scientific texts in the Tamazight language. Then, it suggests the integration of interactive videos and texts using computer-based technology to evolve both the speed and the quality of understanding with second-year students of Tamazight, at the Akli Mohand Oulhadj University, Bouira, Algeria. Given this, the question of what effect does the implementation of interactive videos displayed through computer-based technology have on learners’ comprehension of scientific texts in the Tamazight language? is the focus of this inquiry. Our presumption on the major topic of this paper stems from our strong belief that multimedia technologies add visual and auditory information to written texts. Hence, we hypothesise that integrating interactive videos using computer-based technology to teach scientific texts in Tamazight fosters learners’ bottom-up and top-down comprehension skills. We have opted for the experimental method, using an analytic and quantitative approach. The findings of this inquiry indicate that the computer-based interactive videos technology is a significant contributory technique during reading classes to promote learners’ comprehension skills. Its effects emerge typically at the level of the time consumed in comprehension and the macro-skills. We have reached the conclusion which highlights and contends the cause-effect relationship displayed in the aforesaid hypothesis. As a result, we strongly advocate teaching reading comprehension skills of scientific texts using interactive videos via the computer technology to learners of Tamazight.
References
Adler, C. R. (2004). Seven strategies to teach students text comprehension. Reading Rockets. http://www.readingrockets.org/article/3479-39K
Alderson, C. J., & Bachman, F. L. (Eds.). (2000). Assessing reading. Cambridge University Press.
Anthony, A. (2018). Reading rate vs. fluency. Hearst Seattle Media, LLC. https://education.seattlepi.com/reading-rate-vs-fluency-1742.html
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Ablex Publishing Corp. Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S. (2005). Deep-level comprehension of science texts: The role of the reader and the text. Topics in Language Disorders, 25(1), 65-83. https://doi.org/10.1097/00011363-200501000-00007
Brown, J. I., & Fishco, V. V. (2002). Reading power (6th ed.). Houghton Mifflin Company.
Buendia Barberà, M., & Holgado Garcia, J. (2022). Application of digital technological resources to improve the level of reading comprehension of the Catalan language: Acase study. Edutec: Electronic Journal of Educational Technology. https://redined.educacion.gob.es/xmlui/handle/11162/244803
Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in a multimedia environment. Language Learning & Technology, 1(1), 60-81. http://www.llt.msu.edu/vol1num1/chun_plass/deFaault.html-78-
Cohen, A. D. (1987). The use of verbal and imagery mnemonics in second-language vocabulary learning. Studies in Second Language Acquisition, 9(1), 43-61.
Demand Media. (1999). Learning to read with multimedia materials. http://www.ehow.com/way_5637990_multimedia-projects-middle-schoolreading.html#ixzz1p5vuX2Xr
Ellis, E. S. (2002). The clarifying routine: Elaborating vocabulary instruction. LDOnline. http://www.ldonline.org/article/5759-44-K
Flynt, E. S., & Cooter, R. B. (1996). Teaching reading in content areas. Simon &SchusterCompany.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126-135.
Goodman, K. S. (1969). Analysis of Oral Reading Miscues: Applied Psycholinguistics. Reading Research Quarterly, 5, 9-30. Goodman, K. S. (1982). Process, theory, research (Vol. 1). Routledge & Kegan Paul.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Guthrie, J. T., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423.
Hanley, J. E. B., Herron, C. A., & Cole, S. P. (1995). Using video as an advance organizer to a written passage in the FLES classroom. Modern Language Journal, 79(1), 57-66.
Harper, B., & Milman, N. B. (2016). One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014. Journal of Research on Technology and Education, 48, 1-14. https://doi.org/10.1080/15391523.2016.1146564
Hashim, H., Yunus, M. M., & Embi, M. A. (2018). Learning through Mobile: Exploring the Views of Polytechnic ESL Learners. Teaching and Learning English in Multicultural Contexts (TLEMC), 2, 56-62. https://doi.org/10.37058/tlemc.v2i1.490
He, M. (2014). Does extensive reading promote reading speed. The Reading Matrix, 14(1), 16-25.
Horiba, Y. (1996). Comprehension Processes in L2 Reading. Studies in Second Language Acquisition, 18(4), 433-473.
Horowitz-Kraus, T. (2023). Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading, and better speed of processing in children with dyslexia. Cortex, 168, 62-75.
Huey, E. B. (1908/1968). In J. Orasano & M. Penney, Introduction: ComprehensionTheoryand How It Grew (p. 01). http://www.questia.com/PM.qs?a=o&d=27728211
Idri, N. (2012). Education and reform to reach autonomous learners: Between realityandmyth. Procedia - Social and Behavioral Sciences, 69, 2174-2183. https://doi.org/10.1016/j.sbspro.2012.12.183
Idri, N. (2016). Reading. https://www.academia.edu/1746302/Lecture_06_Reading
Marrinier III, R. P., & Laird, J. E. (2006). A cognitive architecture theory of comprehension and appraisal. University of Michigan.
Md Yunus, M., Ang, W. S., & Hashim, H. (2021). Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioral Intention for Online Learning during the COVID-19 Pandemic. Sustainability, 13, 3524. https://doi.org/10.3390/su13063524
Noordan, M. N. H. B., & Yunus, M. M. (2022). Using Digital Comprehension to Improve Reading Comprehension Skills among Young Learners. International Journal of Academic Research in Progressive Education and Development, 11, 727-748. https://doi.org/10.6007/IJARPED/v11-i2/13208
Oller, J. (1996). Towards a theory of technologically assisted language learning/instruction. CALICO Journal, 13(4), 19-43.
Otero, J., León, J., & Graesser, A. (Eds.). (2002). The psychology of science text comprehension. Erlbaum.
Peek, J. (1993). Increasing Picture Effects in Learning from Illustrated Text. Learning and Instruction, 3, 227-238. Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 3-12.
Samuels, J., & Kamil, M. (1984). Models of the reading process. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), The Handbook of Reading Research (pp. 185-224). Longman. Schoenherr, A. B. (2012). Multimedia projects for middle school reading. Center forImplementing Technology in Education. http://www.ehow.com
Shany, M., Asadi, I., & Share, L. D. (2022). Accuracy-disability versus rate-disabilitysubtypes of dyslexia: A validation study in Arabic. Scientific Studies of Reading, 27(2), 136-159.
Silberstein, S. (1987). Let's take another look at reading: Twenty-five years of readinginstruction. English Teaching Forum, 25, 28-35.
Smith, F. (1971). Understanding reading. Holt, Rinehart & Winston.
Smith, F. (1979). Reading without nonsense. Teachers College Press.
Stipik, D. (2002). Good instruction is motivating. In A. Wigfield &J. S. Eccles (Eds.), Development of Achievement Motivation (pp. 309-332). Academic Press.
Swaffar, J., Arens, K., & Byrnes, H. (1991). Reading for Meaning: An Integrated Approach to Language Learning. Prentice Hall.
Sweet, A. P., & Snow, C. E. (2003). Rethinking reading comprehension. Guilford Press.
Wong, H. T., & Md Yunus, M. (2021). Board Games in Improving Pupils’ Speaking Skills: A Systematic Review. Sustainability, 13, 8772. https://doi.org/10.3390/su13168772
Yuldashevna, Z. D., & Tuhtayevich, H. I. (2020).The Use of ICT in Foreign Language Learning and Teaching. Journal of Critical Reviews, 7, 765-767. https://doi.org/10.31838/jcr.07.05.156
