International Journal of Secondary Education

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The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension

Received: 24 September 2019    Accepted: 05 November 2019    Published: 19 May 2020
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Abstract

This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used

DOI 10.11648/j.ijsedu.20200802.11
Published in International Journal of Secondary Education (Volume 8, Issue 2, June 2020)
Page(s) 20-26
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Discourse Analysis, Cohesion, Cohesive Devices, Reading Comprehension, General Secondary School, EFL Learners

References
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[2] Mendida Berkessa. (1988). A comparison of the reading level of Bahir Dar teachers’ college freshman students with the reading level expected of them. Unpublished Thesis) Addis Ababa University: Ethiopia.
[3] Genene Mekonnen. (1994). A comparison of the reading abilities of junior secondary school students with the reading levels required of them in the content areas. (UnpublishedThesis). Addis Ababa University: Ethiopia.
[4] Andargachew Moges. (2004) Reader self-efficacy and reading achievement of Region 6 college preparatory students: Grade 11 in focus (unpublished thesis) Addis Ababa University. Ethiopia.
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[6] Samual Moges. (2011). Factors that affect Students’ Reading Comprehension in to government high schools: Grade 9 students in focus (unpublished thesis). Addis Ababa University. Ethiopia.
[7] Solomon Abera. (2014). Status and determinants to reading skill development: (Unpublished thesis). Addis Ababa University, Ethiopia.
[8] McCarthy, M. (1991). Discourse analysis for language teachers: UK. CUP.
[9] Jhonson, K and Jhonson, H. (1999). Encyclopedic dictionary of applied linguistics. USA. Blackwellpublisher.
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[11] Dijk, V & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic press.
[12] Schiffrin, D. (2001). Discourse markers: language, meaning, and context. In Schiffrin, D. Tannen, D. and. Hamilton, H. (E. ds.). The Handbook of Discourse Analysis (pp 55-75). USA. Blackwell.
[13] Grabe, W. (2009). Reading in second language: Motivating from theory to practice. Cambridge CUP.
[14] Sanders, T. and Maat, H. P. (2006). Cohesion and coherence; Linguistics’ approaches: Netherland. Utrecht University.
[15] Alderson, J. C. (2000). Assessing reading: United Kingdom. CUP.
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[20] Yohans Tefera. (2013). A survey of secondary school students’ reading strategy use, teachers’ perceptions and practices: (Unpublished Thesis) Ethiop. J. &Sc. Vol. 8. No. 2.
[21] Dawit Tibebu. (2014) The Effect of Explicit Reading Strategy Instruction on Reading Comprehension of Upper Primary Grade students. International Journal of Education Vol. 6, No. 3.
[22] Wenquan, W. 2009. Application of discourse analysis in college reading class. Retrieved from http:www.scribd.com/40905618/.
[23] Ivanov, S. (2009). Discourse analysis in EFL reading. Retrived from http// www. Dspace.mah. se/bitstream/handle/2043.
[24] Aidinlou, N. Khodamard, N. and Azami, J. (2012). The effect of textual cohesive reference instruction on the reading comprehension of Iranian EFL students: International Journal of English Linguistics Vol. 2, No. 5.
[25] Sabet, A., Khodabandehlou, M. and Jahandar, S. (2013). The impact of instructing discourse markers on Iranian EFL learner’s reading comprehension ability. Indian Journal of Fundamental and Applied Life Sciences. Vol. 3 (3), pp. 273-280 Retrieved http://www.cibtech.org/jls.htm.
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Author Information
  • Department of English Language and Literature, Woldia University, Woldia, Ethiopia

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    Hawa Mohammed. (2020). The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. International Journal of Secondary Education, 8(2), 20-26. https://doi.org/10.11648/j.ijsedu.20200802.11

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    Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int. J. Second. Educ. 2020, 8(2), 20-26. doi: 10.11648/j.ijsedu.20200802.11

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    AMA Style

    Hawa Mohammed. The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension. Int J Second Educ. 2020;8(2):20-26. doi: 10.11648/j.ijsedu.20200802.11

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  • @article{10.11648/j.ijsedu.20200802.11,
      author = {Hawa Mohammed},
      title = {The Effect of Discourse Analysis Informed Instruction on Developing High School Learners Reading Comprehension},
      journal = {International Journal of Secondary Education},
      volume = {8},
      number = {2},
      pages = {20-26},
      doi = {10.11648/j.ijsedu.20200802.11},
      url = {https://doi.org/10.11648/j.ijsedu.20200802.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijsedu.20200802.11},
      abstract = {This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used},
     year = {2020}
    }
    

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    JF  - International Journal of Secondary Education
    JO  - International Journal of Secondary Education
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    AB  - This study scrutinized the effect of discourse analysis (DA) informed instruction on developing high school English as a foreign language (EFL) learners reading comprehension. A quantitative research method with quasi-experimental pre-test post-test comparison group design was utilized for the study. The participants were two intact sections of 10th graders (n=88) that were selected purposively based on pre-test mean scores from Woldia Millennium General Secondary School in North Wollo, Ethiopia. The data were collected through reading comprehension test: pre-test and post-test. T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools. The result (t (91) -.025, p >.980) reveals that both the experimental and the control groups were almost equal in reading comprehension achievement before the experiment. However, after the treatment, the analysis of data (t (86) 3.923, p<0.001) with effect size 0.82 indicates that the experimental group significantly outperformed the control group on reading comprehension post–test with the primacy of DA informed instruction over the usual method. Therefore, the findings of the study advocates that DA informed reading instruction significantly boost up high school students’ reading skill, and it is recommended to be used
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