English language is actually considered as a substantial language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and terminology learning styles, especially reading styles are learned in a different way by students in globalization. More importantly, terms learning styles will be the main factors that help decide how the students learn a foreign language. In this article by (Rebecca, 2003), a spanish is a dialect studied in an environment where it isn’t the major vehicle for every day communication and where input in the dialect is categorized.
In articles by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant component in the learning process. Evidently, once lecturers become aware that different students learn various styles, they make an effort to hold those learning styles in the class. When looking into lecturers’ teaching tactics, it is possible to understand that the majority of the lecturers aren’t sensitive using their students learning styles. The problems arise when lecturers are not aware of the significance to make and explore learning styles.
In second words coaching or learning situations for academic goals, especially in advanced schooling in English colleges which will make far-reaching use of educational materials written in English, reading is essential. Surely, without reading skills, second language viewers cannot achieve at levels they study. As a result, successful reading in a second terminology is important. Also, professional in second terminology education should consider with strategies which can develop the learners’ reading skills. Interactive approaches to reading are crucial for recognizing the complicated mother nature of reading, specifically when it happens in a second language and culture (Carrell, Devine & Eskey, 2000).
In the beginning of 1970s, researchers became aware that learning strategies, styles, and personal characteristics would have significant impact in terms acquisition. Michael O’Malley and Anna Chamot and their fellow workers conducted a whole lot of learning strategies (reading, writing, speaking, hearing, vocabulary, etc) and grouped them into three main categories. The first category was metacognitive strategy, including organization, comprehension, and evaluation in gaining knowledge. The next category is cognitive strategy, which emphasized in learning projects and its own applications. The 3rd one was socioaffective strategy, which centered on interpersonal interaction and social-mediating activity (Brown, 2000).
In a globalized world, reading assists as a primary medium for information transmitting and communication. Beneficially, reading enhances cognitive capacity, sharpens critical considering ability and enhances problem-solving skills, and it could even enhance the development of people. Stanovich (1986) suggested that good visitors will read more and read better while poor visitors read less, and subsequently obstruct further development in reading ability.
Since English vocabulary has been released in Cambodia, EFL students’ learning styles have designed to the terms acquisition. Before students were likely to get knowledge through listening to the instructors while teachers lacked specific training about teaching methodology. In the analysis by (Nguyen 2001), the training style of Cambodian students is normally memorization at the expense of realistic goal. Consequently, they would rather learn grammar and reading than on hearing and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things that happen to be written on the whiteboard so that they can write them down and study at home. Preferably, students hope to get handouts of summaries or lecture outlines. Furthermore, some Cambodian learners expose that they face a great deal of pressures of how to conform the new cultural environment and how to get on with the peers in class. Some feel unhappy because the ways they dress or talk are so different.
As for the truth of EFL Cambodian classrooms, Keuk (2009), found that most educators use sensible habitual coaching methods such as vocabulary translation from second terminology to first language. Because of this, students are trained to keep in mind chunks of English terms with mainly focused on sentence structure and vocabulary.
Without realizing proper learning styles, especially reading styles students appear never to achieve better results in their academics performance and their English proficiency appears to be sluggish. Furthermore, students are less inclined to improve their words acquisition rapidly, as they don’t know the effective learning reading skills. In spite of all of the academic courses that your EFL undergraduate students take in English, and the challenging efforts colleges and lecturers apply to develop students’ dialect skills, the students’ terms performance, alas, has been boring. This could be recognized to the diverse learning styles and patterns which are being used by students in learning British, including preferring having things written on the whiteboard to hearing the lecturers’ reason, nervousness of speaking in class, preferring working singularly and personally to employed in pairs or teams, and translating the words they do not know to their own language while reading the written text. Frequently, encountering new words in reading is common for learners, especially L2 learners. It might not exactly obstruct the overall understanding of the written text, but if too many words are not known, then intellectual capacity might go through a great deal. Pedagogically, the majority of the lecturers practice traditional teaching method, sentence structure translation method form first vocabulary to second vocabulary while teaching British language. The final apparent problem is that large classes present some significant issues in classroom setting up and reduced performance of class management.
In a study by Nuttal (1982), students ‘learning British appear to be slow because of the fact that they do not have opportunities to read a lot. A lot of the class time is devoted to studying the terminology, that is learning grammar and understanding how to read through translation. Students are educated in a normal way. They tackle their reading project by putting almost all their effort and attention in to the passages they read. They carefully read the passage word by word. When reading and encountering an unfamiliar expression, they stop reading and appearance up the meaning of the term in a dictionary. This reading behavior not only slows down their reading rate, but also hinders their reading understanding.
This study is designed specifically to identify the learning reading of EFL undergraduate students in Cambodia. Yet another aim of the study is to explore the affects and the outcomes of undergraduate students in learning reading in English as a foreign language.
This research goals to research the effective factors in learning reading skills in English as a spanish. The next research questions can be formulated for the analysis.
Are there any variations in learning reading among Cambodian undergraduates?
Is there a relationship between learning styles and learning effects?
As a part of educational development, this study is significant for four reasons. First, checking out students’ learning styles in reading in British in Cambodian higher education can help improve student’s vocabulary acquisition. Second, the study will reveal the effective learning reading of EFL successful Cambodian undergraduates, which is often used as a style of learning reading in British. Third, this research will help to donate to the usefulness of appropriate reading teaching and learning techniques in order to market reading skills, particularly in EFL Cambodian context. In addition, from a methodological understanding, additionally it is hoped that the studies from this research will be ideal for providing second language reading and several approaches for reading comprehension predicated on Brown (2001). More importantly, the findings will help to develop the students’ capacity for dealing with unfamiliar words in their British vocabulary learning process, assist in improving their reading understanding, and conduct more beneficial ideas for both English teaching and English learning.
In an attempt to better understand this review, some key terms are thought as follows.
EFL students’ learning styles signify techniques, behaviors, actions, patterns and steps utilized by learners learning British as a SPANISH to boost and develop their different vocabulary skills: speaking, tuning in, reading, and writing. Moreover, the word learning style identifies the general procedure preferred by the pupil when learning a topic, acquiring a words, or interacting with a hard problem (Oxford 2001; Reid 1998)
Extensive reading identifies the increasing well habitual reading, increasing knowledge of vocabulary and structure, and motivating a linking in reading” (Richard & Schmidt, 2002: 193-194).
This newspaper will be chronologically made up of five main chapters. Chapter an example may be the introduction, comprising background of the study, researcher problem, research aim, research question, need for the study, and meaning of key principles. Section two is literature review, which talks about on the problems and alternatives of the study. Section three is technique, which includes research design, participants, method, devices, tools data collection, data research, ethnical consideration, strengths and restriction of research. Section four is talk and findings, showing the conclusions related to the effective learning reading skills to make students learn effectively. Chapter five is finish and recommendation, summarizing the problems and results of the study and suggesting some ways of help enhance the weaknesses. In addition, these five chapters are used systematically by personal references and appendices.
Since English has become popular and international dialect for communicating, many learning styles are applied in a broader educational framework in Cambodia. In Cambodian universities, students’ learning reading skills outside and inside the class room are identified as follows: skimming and scanning, semantic mapping or clustering, previewing and predicting, strategies for reading comprehension, interactive reading model, three-part style of reading, extensive reading.
Cambodian undergraduate students’ learning reading skills
Skimming and Scanning
Previewing and Predicting
Strategies for Reading Comprehension
Interactive Reading Model
Three-part Style of Reading
Metacognitive Knowledge and Do it yourself Monitoring
Teaching Second Vocabulary Reading Skills
The Influences of Students’ Learning Styles and Learning Outcomes
Reading involves a variety of factors which may impact on learners’ reading capability. Weaver (1988) defined reading as the process of constructing so this means through the lively interaction on the list of reader’s existing knowledge, the info recommended by the written words, and the problem in reading framework.
In a report by (Miller &Yochum, 1991; Donnell& Timber, 1999), preserved that the reading complications students face may be related to inaccurate knowledge of the reading process, absence interest and drive, fluency, concept thickness, organization, and difficult vocabulary.
Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained in another way base on determination and outcome, level of language, years of learning language, instructing methods, difficult content, and students’ record and gender. He also added that successful terminology learners use various styles in learning dialect, and the educator can assist in increasing learning styles through teaching strategies that probably help vulnerable students to choose the appropriate learning styles for dissimilar educational jobs.
In their publication More Reading Electricity, Mikulecky & Jeferies (1996) explained that skimming and scanning are the two important strategies.
“Skimming is high-speed reading which can save students a lot of time. Students skim to find the wide idea or gist of any content material or a publication, the main subject, plus some of the supporting ideas. Students should browse the words that assist them gain the sense of the passing. Also, instructors can coach students to skim passages giving those 30 a few moments to look through a few pages of materials, close their catalogs and then tell you what they learned. More importantly, there are three effective strategies for skimming: (1) Read quickly as you can; (2) keeping in mind the reason for skimming; (3) be versatile when you are skimming the passing” (pp. 132-133).
“Scanning, however, is very high-speed reading. Students must have a question in their head when they check out the text; they don’t read every word, only the words which answer the question. Practicing scanning will help students figure out how to neglect over insignificant words so that they can read more rapidly. For example, teachers ask students to consider names, dates, to find a definition of an integral concept or even to list a certain number of accommodating details. For academics English, scanning is absolutely essential. In general English, scanning is important in working with genres like schedules, guides, forms, etc (pp. 15-16)”.
Mikulecky et. al (1996), students should make a difference before they read. They are able to get some ideas about what they will read. Because of this, they will commence to process the information faster as well as they will be able to get the ideas of the copy writer better. Even though it takes several minutes to preview and predict, those minutes are well invested. Later, they’ll find that they save a lot of time in reading and improve comprehension. Here are the clues for previewing and predicting about vocabulary word: (1) browse the name of the passing; (2) decide what sort of the text it is; (3) go through the organization of the text; (4) read extremely fast the first type of each paragraph or sub-division; (5) notice repeated brands, numbers, schedules, and words; (6) read rapidly the very previous few sentences in the last paragraph.
Comprehension or reading strategies show how viewers conceive of a task, how they seem sensible of what they read, and what they do when they don’t understand. In a nutshell, such strategies are processes employed by the learner to improve reading understanding and conquer understanding failures (Singhal, 2001).
In a second language study, Hosenfeld (1977) used a think-aloud technique to identify relations between certain types of reading strategies and successful or unsuccessful second words reading. The successful audience, for instance, retained the meaning of the passage in mind while reading and skipped less important words but the unsuccessful audience lost the meaning of the sentences when decoded and hardly ever skipped unimportant words.
In articles by Youngmee Suh (2005), one of the helpful approaches for reading comprehension is to be aware of the reason in reading. Teachers should point students how to get information through reading, to check out directions to do a process, for pleasure, to get in touch with friends and classmates, to really know what is happening surrounding the world, to discover out when and where things are, and for being interested about a subject matter. Furthermore, clear recognition of the goal in reading something is essential for effective reading. Carrying this out, we really know what we have found out and we aren’t disturbed by other information. Consequently, it is compulsory for British reading lecturers to make certain students know their goal in reading something.
Whilst a audience constantly moves from a top-down method of guess feasible interpretation to bottom-up method of prove everything in interactive reading, interactive-compensatory model. Based on the study by Stanovich(1986), any level functions interactively with any other stage. Readers are believed to boost the reading processes proficiently. In this model, less-automatic procedures cooperate recurrently, and automated processes activate individually. Therefore, reading difficulties are get over by both conversation and compensation. According to Youngmee Shu (2005) mentioned that
“the reader brings information, knowledge, emotion, experience, and culture to the text. You will find two types of schemata, content schemata and formal schemata. Content schemata include our understanding of people, the earth, culture, and the world, however, formal schemata include knowledge about discourse structure such as illustration, cause-effect, or comparability are broadly analyzed because reading comprehension is a topic of producing proper, proficient understanding strategies. Some of the strategies are associated with bottom-up techniques and others with the top-down processes, each of which may be practically put on classroom techniques”
According to Track et. al (1999), there is a positive relationship between reading strategies and successful reading. In addition, a reading category should be planned focusing on three-part style of reading with interactive activities. Lecturers should present different techniques to show effectively reading in three various levels of reading, pre-reading, while- reading, and post-reading. Based on Youngmee Shu (2005) discovered that
“In pre-reading level, schema of the written text should be turned on. Teachers often introduce a topic and ask questions about the written text. Students skim the written text for a synopsis of main ideas. Students ‘tune in’ to the context and subject of the written text and consider how the while-reading activity will be achieved.
While-reading is designed for purposeful reading. Students focus on certain facts or rhetorical devices to truly have a sense of purpose for reading”
In their publication Extensive Reading in the Second Language class room, Day and Bamford (1998) condition the next characteristics for the Considerable Strategy: reading as much as possible, book after book, where the so this means is the concentration, students select their own readings, students cover a number of materials and issues, students read for pleasure, information and basic understanding, reading is its own incentive, reading materials are within the range of the students’ linguistic competence, reading is specific and silent, reading swiftness is usually fast, reading professors are manuals and facilitators, and educators are role types of a reader for students. This approach can be very beneficial and satisfying to student viewers. Day and Bamford point out the next benefits: growing good reading behaviors, encouraging a preference for reading, producing structure and vocabulary, increasing general second dialect competence, growing automaticity, enhancing qualifications knowledge, improving comprehension skills, and promoting self-confidence and desire.
In articles by Ming-yueh Shen (2008), reading thoroughly is to expose students to a great amount of reading materials, enhance students’ reading fluency, and create a good reading habit.
Metacognitive knowledge and self monitoring will be the significant elements of fluent reading skills. Understanding of cognition including understanding of language, relating to identifying patterns of structure and firm, and using appropriate strategies to achieve specific goals (e. g. , comprehending text messages, remembering information). Connected with reading this will contain recognizing the vital information in a content material; altering reading rate; using framework to deal with a misunderstood part; skimming helpings of the text; previewing headings; pictures, and summaries; using search strategies for finding specific information; formulating questions about the info; using a dictionary; using word formation and affix information to speculate expression meanings; taking notes; underlining; and summarizing information. Monitoring of cognition regarding to realizing problems with information provided in the texts or incapacity to accomplish expected aims. In addition, the ability to use metacognitive skills successfully is broadly recognized as a critical element of reading skills.
Since the learning of students is likely to complete the better effects, there are a few effective learning styles and strategies are put on students’ learning. As stated by Youngmee shu (2005):
“Bottom-up models derive from content material- or data-driven businesses. In bottom-up processing, the letters, words and terminology features in the text are decoded while reading, and through this process, readers understand rigorous and local interpretation of the written text. The reader is recognized as a scientist with a magnifying glass examining the details. On the other hand, top-down models derive from interpretation- or conceptually-driven functions. The audience is compared as a person with an eagle’s eyesight view of the landscaping below. Schema (prior) knowledge for prediction can be an important operation for a audience to understand and infer the meaning of the text. Newer research on coaching reading has shown that a mixture of top-down and bottom-up handling called interactive reading is important. The interactive model suggests that the audience constructs signifying by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one establish order. The reader all together uses all degrees of processing even though one way to obtain meaning can be principal at confirmed time. “