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Comparison between Different Types of Outlining Activities Using Nearpod for Reading Comprehension

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초록

While outlining activities have been extensively utilized and proven effective in writing classes, there is a significant lack of research on various types of outlining activities in university-level reading classes. Therefore, the purpose of this study is to compare the effects of student-generated or instructor-provided outlining activities using Nearpod on college students’ reading comprehension and affective aspects in reading classes. Two existing classes totaling 86 college students were selected and allocated into an instructor-provided outlining group (N = 43) and student-generated outlining group (N = 43). The former group received reading instructions using instructor-provided outlining, whilst students in the student-generated outlining group created outlining by themselves. Outlining activity sheets were provided on Nearpod during the reading stage. Midterm and final reading comprehension tests were then administered to compare the effects of different types of outlining activities on Nearpod, and a questionnaire was used to gather students’ opinions on the use of different outlining activities and on their experiences of utilizing Nearpod. As a result, this study found no statistically significant mean difference between the two groups regardless of proficiency levels. In addition, the majority of students expressed that outlining activities had helped them to understand their texts’ structures and main ideas. Most students were satisfied with using Nearpod to complete outlining sheets, especially for peer review and receiving instant feedback from the instructor. The study further suggests the potential for improving reading abilities by engaging learners with suitable outlining activities during English reading classes.

Abstract

While outlining activities have been extensively utilized and proven effective in writing classes, there is a significant lack of research on various types of outlining activities in university-level reading classes. Therefore, the purpose of this study is to compare the effects of student-generated or instructor-provided outlining activities using Nearpod on college students’ reading comprehension and affective aspects in reading classes. Two existing classes totaling 86 college students were selected and allocated into an instructor-provided outlining group (N = 43) and student-generated outlining group (N = 43). The former group received reading instructions using instructor-provided outlining, whilst students in the student-generated outlining group created outlining by themselves. Outlining activity sheets were provided on Nearpod during the reading stage. Midterm and final reading comprehension tests were then administered to compare the effects of different types of outlining activities on Nearpod, and a questionnaire was used to gather students’ opinions on the use of different outlining activities and on their experiences of utilizing Nearpod. As a result, this study found no statistically significant mean difference between the two groups regardless of proficiency levels. In addition, the majority of students expressed that outlining activities had helped them to understand their texts’ structures and main ideas. Most students were satisfied with using Nearpod to complete outlining sheets, especially for peer review and receiving instant feedback from the instructor. The study further suggests the potential for improving reading abilities by engaging learners with suitable outlining activities during English reading classes.

참고문헌 (59)

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