BACHELOR OF EDUCATION

(TEACHING ENGLISH AS A SECOND LANGUAGE)

JANUARY/2022

HBET3203

READING IN ESL

MATRICULATION NO : 970901126039001
IDENTITY CARD NO. : 970901126039
TELEPHONE NO. : 014-850 1575
E-MAIL : jamlevisyon@oum.edu.my
LEARNING CENTRE : Kota Marudu Learning Centre
 TABLE OF CONTENTS

CONTENTS PAGES
PART 1 1
1.0 INTRODUCTION.
2.0 THE CHANGES NEED TO HAPPEN TO ALLOW US TO ENABLE
MALAYSIAN STUDENTS TO IMPROVE THEIR READING
ABILITY USING ONLINE MATERIALS.
2.1 Change of Reading Patterns. 2–5

2.2 Guided Reading Using Online Materials.

3.2 “Heading and Highlight” Strategy.

1.0 INTRODUCTION.
Reading is an important skill in the teaching and learning process. Reading skill need
to be taught and applied effectively so that every individual especially pupils and students
can master this skill. Reading skill also actually have a close relationship with other skills
such as listening, speaking and writing. Reading is a complex process linking aspects of
knowledge, abilities, mental and physical skills. The intended skill is to cover the
language of a material being read. Many authors have provided different descriptions and
definitions of reading. Perhaps, this is because reading is a complex cognitive skill (no
one fully understand it) which we cannot break down into a series of steps that a teacher
can take into a classroom and teach. According to Siti Hajar Aziz (2009: 143), reading is
an act of communication which is a thought process that involves ideas, statements and
feelings conveyed by the writer to the reader through the intermediary of symbols.
Anderson and Pearson (1984) indicate that reading is a process of formation and giving
meaning through interaction between the reader and the material read or the process of
building a bridge between the material read and the background experience of the reader.
English is introduced as a compulsory subject in both primary and secondary schools
and is administered under the language education policy to strengthen English proficiency
among Malaysian students. For the sake of their future endeavours, students in high
school must learn the language. Language teachers also play an important role in
engaging students to learn English through reading. However, most students nowadays
are less interested in reading. Furthermore, due to the increase in cases of Covid-19
disease, public libraries also had to be closed to reduce infections. Nevertheless, this is
not a barrier for students not to read because they can also get reading material from the
internet. We know that there are challenges in inculcating the value of reading among
students especially reading online materials as their minds will be interrupted to read and
tend to watch videos on YouTube, browsing useless websites, or playing games online.
Therefore, as language teachers, some changes need to be made to allow us to enable
Malaysian students to improve their reading abilities by using online materials. To give us
a deeper understanding related to this topic, some solid points to be discussed are change
of reading patterns, guided reading with online materials, and change of attitude towards
reading.

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2.0 THE CHANGES NEED TO HAPPEN TO ALLOW US TO ENABLE
MALAYSIAN STUDENTS TO IMPROVE THEIR READING ABILITY USING
ONLINE MATERIALS.
The globally widespread use of the internet and the use of alternative reading sources
especially using hypertext and multimedia resources have made drastic changes in
reading patterns (Liu, 2005). In the teaching and learning of ordinary languages, students
are found to be unmotivated and not interested in learning the language. Therefore,
educators are very concerned in integrating human capabilities and modern devices as
efficiently as possible (Allum, 2002).
2.1 Change of Reading Patterns.
The reading problem of Malaysian students is in word recognition and
comprehension. Word recognition is due to lack of reading and comprehension
caused by students weak in vocabulary mastery. An alternative solution to solve
the above problem is to use Online Reading Resource Materials to provide
extensive reading, Online Reading Resource Materials can be effective in
improving students’ reading comprehension (Juniardi: 2018). It can improve
students’ vocabulary, speed reading and their reading comprehension. In addition,
Guo (2012) stressed that genuine materials from the Internet are highly valuable
because such materials can generate greater interest among teachers and students
than traditional structured materials.
Another reason to use Internet resources is that the Internet can give readers
easy access to a large amount of reading material. Pinto Silva (2006) conducted a
study on widespread reading via the Internet and found that students can gain
access to hundreds of newer and interesting articles. They have more options for
reading the things they are interested in, and they also find it easier, faster and
more practical to read online than reading from a printed book. Digital reading
takes place on a flat screen and the ability to hyperlink to relevant content makes
the experience more like a stream of consciousness than a linear reading
experience. It requires more self-control to stay focused while reading digitally, a
challenge for most students accustomed to navigating the Web quickly.
The key to getting students to read in depth in any format is to ask them to
engage with the text in a meaningful way. In the digital space, this means
disrupting a pattern of skipping around, writing short chats and getting lost down
the rabbit hole of the internet. This means teaching students how to break down

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 complex texts, find key ideas, organize them and defend them. Practicing those
skills in class can be time consuming, but it also builds good digital reading habits
that are expected to be second nature.
2.2 Guided Reading Using Online Materials.
Guided reading occurs when students read aloud to the teacher in the
classroom, or any other skilled reader. Teachers support small groups of
beginning readers based on students ’abilities and needs. This collection was done
after continuous observation and evaluation by the teacher. Guided reading using
online materials is not much different from guided reading using printed materials.
The online reading material selected for the session is called “levelled readers”
corresponding to the students ’ability level. While engaging and motivated, they
should meet the objectives for the group. In this way, flattened reading shifts from
a one size fits all approach where the entire class reads the same online reading
material. Instead, it is more personalized and gives each student the opportunity to
grow at his or her own pace. Teachers monitor students' progress and help them
learn to read. The level of reading material can be increased as students show
progress.
There may still be some students who go beyond the prescribed level of online
material. As Saunders (n.d.) points out, it is very important that teachers do not
restrict students at the level of the online reading materials they are at. While it is
important for students to be challenged in their reading, it is equally important that
they are given the opportunity to read at a level they feel comfortable with. This
helps them become more motivated to read and more likely to read on their own
which is challenging, which is what guided reading with online material wants to
achieve. Texts that have been read before should also be available so that students
can reread on their own, with others or at home when they become fluent and
confident readers. Guided reading using online materials helps students become
more positive about reading. They begin to better understand what they are
reading and are more aware of the language used and the concepts in the text.
Clidas (n.d.), emphasizes that guided reading allows the reader to begin to take on
more responsibility. They are taught to deal with new vocabulary using the
strategies they have learned.
Both good and struggling students benefit from guided reading. Students who
read aloud in guided reading sessions not only become more fluent and able to

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 recognize words, but also have a higher level of comprehension. During guided
reading, students become more attentive to details and expand their vocabulary
set. They can also be helped to identify weaknesses and strengthen certain skills
that help them read and understand the meaning of words. Language conventions
such as punctuation are presented in contexts that correspond to students’ reading
abilities. Students are also given the opportunity to memorize and recognize high
frequency words as well as understand the concept of sequence in a story; the
beginning, middle and end parts. On top of all that, guided reading offers a great
opportunity for students to share the joy of reading stories together in a supportive
environment.
2.3 Change of Attitude Towards Reading.
In the study of reading, the concept of reading attitudes has attracted special
attention in the past two decades. In psychological research, attitude is generally
defined as “the tendency to respond consistently well or unfavourably with respect
to a particular object” (Fishbein and Ajzen 1975, p. 6). Reading attitude is
assumed to be very important because it is likely to influence students' reading
behaviour. For example, the amount and breadth of reading — and facilitates the
development of reading proficiency (Mol and Bus 2011; Sainsbury and Schagen
2004; Wigfield and Guthrie 1997). Preliminary studies indicate that positive
reading attitudes are associated with lifelong normal reading (Cullinan 1987). As
models in society, teachers need to be at the forefront as agents of mobilizing
reading skills among their students. Excellent teachers are able to improve reading
skills among their students. Some authors claim that reading attitudes depend on
the nature or goal of the activity, making a distinction between leisure (or
recreational) reading, when the reader decides when and what to read, and
academic reading which, for young people, often means reading imposed by
teachers in a school setting.
A positive and favourable attitude towards reading will encourage attitudes
into reading behaviour, a lot of reading will improve reading skills. Students who
like to read will do reading activities more often. This activity increases
knowledge and experience in reading texts and ultimately improves reading
comprehension (Mullis, Martin, Gonzales, & Kennedy, 2003). Several studies
have shown that language teachers can influence positive attitudes towards
reading with various interventions specifically or in general through learning

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models that demonstrate reading skills and comfort. This is related to the positive
attitude shown to students (Martinez & Aricak, 2008). The learning process and
reading environmental factors that can be created as an ideal atmosphere and
based on a positive attitude towards reading will encourage active reading in
students. Situations that encourage reading will direct the affective and cognitive
aspects of students to read. This can be seen in the incorporation of aspects of the
focus of students' attention on reading and a strong curiosity in students (Guthrie,
et al, 2006).
A positive attitude towards reading is closely related to the process of learning
to read well. The purpose of the reading process is that students cognitively and
affectively want to get pleasure and new information. Attention to the contents of
the reading text cognition and affection is devoted to the process of obtaining
reading comprehension. When reading has become a trend and as an
entertainment activity, students will be more active in reading (Anderson in
Holmes, et al, 2007). The role of language teachers in the process of building a
positive attitude towards reading is necessary to create a pleasant atmosphere and
instil the value of the usefulness of reading in students. Reading activity between
teachers and students is a social activity that has a high influence on reading
recognition and attitudes as well as reading ability. Teachers use more
conversational techniques in developing spoken language which can motivate
reading activities such as paying attention to focus on reading, asking questions,
and exploring students' understanding of reading results.

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3.0 THREE WAYS ENGLISH LANGUAGE TEACHERS CAN FACILITATE
STUDENTS TO BECOME BETTER READERS USING ONLY MATERIALS
AVAILABLE ONLINE.
Among the three suggestions for English Language Teachers can facilitate students to
become better readers by using only available online materials are giving students the
tools they need, introducing “heading and highlight” strategy, and to use authentic online
materials.
3.1 Giving Students the Tools They Need.
Our goal is for students to understand the text and content they need for our
assignments, but also to learn reading strategies that they can use in their next
assignments and throughout their lives. We should teach this strategy explicitly so
that students can recognize it as a strategy they can use for multiple texts. We can
teach these skills during synchronous learning in preparation for the reading that
occurs during asynchronous learning, or we can use our learning management
system to create gateway activities so that students complete pre-reading activities
before online reading material is released. We need to intentionally adapt the tools
we use to facilitate students using only materials available online.
a. Make vocabulary accessible.
Our approach to vocabulary will change depending on our teaching
goals. When content is important, we may need to tailor our digital text to
students ’reading levels by linking definitions and embedding context clues
into the digital text, or by using digital platforms such as Newsela,
CommonLit, ReadWorks or TweenTribune to select differentiated text based
on students’ levels reading.
When the text features critical level 2 and level 3 words that students
must master, we can use digital notice boards or online whiteboards to create
word walls and concept types; Google and Kami documents to create Frayer
Models, vocabulary trees and personalized dictionaries; and online games to
reinforce learning. We can also teach students how to use digital tools like
Google Read & Write and online dictionaries so they can access unfamiliar
text independently better.
b. Activate existing knowledge.
Reading comprehension improves when we take the time to connect
new knowledge with existing knowledge. With an online whiteboard, bulletin

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 board or document, we can create a mind map or KWL chart. Virtual field
trips, virtual gallery walks, playlists and selection boards build important
background knowledge and spark curiosity. The poll features and Google
Forms can serve as an expectation guide that displays responses graphically.
3.2 “Heading and Highlight” Strategy.
Most of the tricks are easy to do in Google Docs, a free tool that many schools
adopt because it is easy for students to access their work on the go. In this
strategy, students have difficult article excerpts opened up in Google Docs. First,
the teacher asked students to read on their own and highlight words they did not
know. This is basic decoding work. Teachers can ask pairs of students to read a
paragraph together and highlight the main idea after all students are on the same
page of online material with vocabulary. As they do this, they need to discuss why
they believe the part is important. After they have a few minutes to do this
activity, the teacher can ask them to create a four-word title individually for the
section of the text based on the main ideas they have highlighted. They can type
their titles into Google Docs and then compare the titles created one by one.
The teacher can then ask for all the agreed topics and pair the different groups
together so that four students have to discuss their topics and reach a consensus on
the single best representation of the main idea. At the end, the teacher may have a
group present or ask the whole class to vote on their favourite topic. And
individually students can reflect on the process they went through, the way the
title helps them understand the reading and the way it helps them answer unit
driving questions. It helps teachers see how to bring dialogue and discussion into
the classroom, even while students are reading on the computer, and it has
achieved the goal of slowing down reading. When students practice this method,
they can appreciate it as well and begin to look for the main ideas in each
paragraph as they read.
3.3 Use Authentic Online Materials.
In English Teaching, materials play an important role in helping students
acquire language skills. Good material provides an opportunity to learn many
things in the language classroom because the material reveals the use of language
in and out of the classroom. This becomes even more critical in classroom
reading. In the reading class, students get the written word as the main material in
acquiring these language skills. The written word is important, not only in

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building students’ knowledge but also in helping them acquire language skills.
There are two types of authentic materials, printed authentic materials and online
authentic materials. Therefore, teachers and students will find it easier to find
authentic material, especially authentic text online. The Internet provides all kinds
of authentic materials that may be beneficial for teachers and students to use in the
English classroom, especially in Reading Comprehension courses. Not only text
types, but the internet also generates every potential theme and topic. This means
that teachers and students choose several topics according to the theme or title of
the lesson plan.
Teachers have an important role to play in determining the appropriate online
text to be used in reading activities using authentic online material in a reading
classroom. Teachers should find examples of text that are appropriate to students’
reading skill levels. In addition, teachers should also ensure that online text topics
are relevant to the syllabus or lesson plan in particular. That is why it is important
for the teacher to review the text before he or she brings it to the classroom. By
doing this, students will be able to enjoy their reading activities and understand
the text easily. Although teachers have checked the appropriateness of the text,
there is no guarantee that students will not find the slightest difficulty in reading
authentic material online. Students may face some challenges in doing their
authentic material reading activities online since the text is not intentionally
written for educational purposes. For example, the vocabulary used in the text
may not be known to the student. Further, the text writer may use some proverbs
that are also unfamiliar to the students.

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4.0 CONCLUSION.
It can be concluded that reading is an important skill and need to be taught and
applied effectively in the teaching and learning process. English language teachers play
an important role to make changes to enable Malaysian students to improve their reading
ability using online materials. Briefly, the changes that need to happen are change of
reading patterns, guided reading using online materials, and change of attitude towards
reading. Besides that, there are three suggestions of ways in which we as English
language teachers can facilitate our students to become better readers using only materials
available online. Among them are giving students tool they need, “heading and highlight”
strategy, and to use authentic online materials.

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PART 2

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