JEDLIT: Journal of Education and Literature

The Effectiveness of Speed Reading in Improving EFL Students’ Reading Comprehension

2026-04-04T16:59:11+00:00

The aims of this research to examine the effectiveness of speed reading technique in improving English as a Foreign Language (EFL) students’ reading comprehension through a literature review approach. Reading comprehension has significant challenge for EFL learners due to limited vocabulary, slow reading habits, and ineffective strategies. This research used library research design by analyzing previous journal articles, and academic books published between 2010–2026. The results reveal that speed reading techniques such as skimming, scanning, chunking, and reducing subvocalization significantly improve reading fluency, comprehension, and learner motivation. However, the effectiveness is influenced by learners’ proficiency levels, instructional design, and text complexity. Therefore, speed reading is recommended as a complementary instructional strategy in EFL classrooms.

THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON SPEAKING PERFORMANCE AMONG EFL UNIVERSITY STUDENTS

2026-04-06T01:20:14+00:00

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Chen, T.-H., & Chang, C.-C. (2004). The relationship between foreign language anxiety and English speaking performance among Taiwanese university students. Journal of Applied Linguistics, 18(2), 112–128.

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Dewaele, J.-M. (2010). Multilingualism and multimodality: Research on the development of competence in multiple languages. De Gruyter.

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Horwitz, E. K., Horwitz, M. B., & Cope, J. (1987). Foreign language classroom anxiety. The Modern Language Journal, 71(2), 159–169.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

MacIntyre, P. D., & Gardner, R. C. (1991). The role of anxiety in second-language learning: Concerns and variables. The Modern Language Journal, 75(3), 284–303.

Pishghadam, R., & Mohammadi, M. (2012). Examining the role of socio-emotional factors in the speaking performance of Iranian EFL learners. Teaching English as an International Language, 7(3), 53–72.

Saito, K., & Takagi, Y. (2020). Anxiety and speaking performance: A meta-analysis. Studies in Second Language Acquisition, 42(3), 391–415.

Young, D. J. (1991). Language anxiety: S/he know, s/he doesn’t know, neither do we. Foreign Language Annals, 24(5), 419–436.

EXPLORING THE EFFECTIVENESS OF TPR AND CLT METHODS IN YOUNG LEARNERS’ ENGLISH ACQUISITION

2026-04-06T06:37:08+00:00

This review discusses how two teaching method Communicative Language Teaching

(CLT) and Total Physical Response (TPR) can help young learners improve their

English skills. CLT encourages students to communicate through interactive activities

like games and partner tasks, which has been found to enhance their understanding of

English. On the other hand, TPR involves using body movements to introduce new

vocabulary, making the learning process more engaging and helping students remember

words more effectively. Both strategies have proven to be helpful in the classroom, CLT

supports speaking and comprehension, while TPR boosts vocabulary learning and

student involvement. Although each method has its own advantages and limitations, both

can be effective when adjusted to suit the needs of young learners.

The Effectiveness of Total Physical Response (TPR) Method in Teaching English to Young Learners in English Course

2026-04-06T07:50:19+00:00

TPR is a teaching approach that links language to body language, and when kids hear

words, they act out to show that they comprehend. Since TPR emphasises instructor

instructions and body movements, pictures can be utilised to support these concepts. The

topic selected must also be relevant to the motions that will be done. This study employed

classroom action research. using interpretative techniques for research and data

collection to decide how to improve their own procedures. Following an observation, the

Total Physical Response (TPR) approach was used. This method has allowed teachers to

have a deeper understanding of their pupils and has given delight to learning from them