Reading Intervention Practice: Effects of Print and E-Dictionary Use

Authors

  • Zawiah Ghazali Sekolah Menengah Kebangsaan Skudai, Johor Bahru, Johor, Malaysia
  • Hadina Habil Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

DOI:

https://doi.org/10.11113/lspi.v7n1.99

Abstract

This study investigated reading intervention method using print and e-dictionary. In particular, the study examined the effects of print and e-dictionary usage on reading habits and reading comprehension of form sixth students in Johor. Respondents were students with low/limited English proficiency (LEP) in their second semester of sixth form program. Using a mixed method approach, data was gathered quantitatively and qualitatively. Questionnaires were utilised to collect information on students’ reading habits and reading attitudes. Reading comprehension test results were obtained from the school MUET panel examination record. The quantitative data was analysed using the SPSS software while the participants’ reading comprehension test results were analysed using Excel program. The participants’ writing reflection constituted the qualitative data. Findings show that the use of e-dictionary and print dictionary during a reading intervention program affected the reading habits and attitudes of the participants to a certain extent. The use of e-dictionary and print dictionary while reading act as an important factor in assisting LEP students to be better readers. However, there was no significant relationship between the use of e-dictionary and print dictionary and reading comprehension score. Several recommendations on intervention strategies for future research are made from the findings of this study.

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Published

2020-06-30

How to Cite

Ghazali, Z., & Habil, H. (2020). Reading Intervention Practice: Effects of Print and E-Dictionary Use. LSP International Journal, 7(1). https://doi.org/10.11113/lspi.v7n1.99

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