This study explores the effectiveness of integrating structured home reading programs to enhance grammar and vocabulary knowledge among Grade 7 students in an English language classroom of Intellectual Schools to achieve the required A2 language proficiency level. By comparing results from experimental and control groups, findings suggest that while immediate gains are modest, home reading programs positively influence overall academic performance, particularly for less able students.
Данное исследование изучает эффективность интеграции программы дополнительного домашнего чтения на основе адаптированной художественной литературы для устранения пробелов в усвоении простых грамматических структур и расширения словарного запаса до требуемого уровня A2 среди учащихся 7 класса интеллектуальных школ на уроках английского языка. Сравнивая результаты экспериментальной и контрольной групп, было выявлено, что, несмотря на скромные начальные достижения, программы домашнего чтения оказывают положительное влияние на общую академическую успеваемость, особенно у менее успевающих учащихся.
Introduction
Language proficiency, particularly in grammar and vocabulary, is a cornerstone of effective communication and academic success. For learners of English as a Foreign Language (EFL), developing these skills can be especially challenging, as traditional classroom settings often struggle to provide individualized instruction or sufficient practice opportunities. Grammar and vocabulary are not only crucial for written and spoken communication but also serve as the foundation for critical reading and persuasive writing.
The concept of home reading as an educational tool is not new. Historically, literacy development programs have emphasized the importance of reading outside the classroom to improve fluency, comprehension, and overall language skills. Studies such as those by Wood and Heavren [2] and Sadeghi and Ketabi [3] have highlighted the potential of home reading to enhance vocabulary acquisition and literacy among secondary school students. However, limited research has explored its simultaneous impact on grammar and vocabulary development, particularly in an EFL context. This study seeks to fill this gap by assessing the effectiveness of structured home reading in addressing these critical areas for Grade 7 students.
The novelty of this research lies in its dual focus: combining grammar and vocabulary development with fostering independent learning through reading. By requiring students to engage with English texts regularly and thoughtfully, the program aims to provide consistent exposure to linguistic structures and new vocabulary in meaningful contexts. Such exposure is crucial for reinforcing classroom learning and encouraging self-directed language practice [4].
By evaluating the potential of home reading programs, the research contributes to the growing body of literature on effective strategies for improving English proficiency among secondary school students, particularly those in under-resourced or non-native English environments [1], [2], [3], [4].
Objectives
The primary objective of this study is to assess the potential of a structured home reading program to bridge the gaps in grammar and vocabulary knowledge among Grade 7 students. Specifically, the research seeks to evaluate how regular, compulsory reading activities integrated into the curriculum can influence students' overall academic performance and linguistic competence.
To achieve this goal, the study sets out to accomplish several specific objectives. First, it aims to establish a baseline understanding of students' grammar and vocabulary knowledge by analyzing their performance on standardized tests at the beginning of the term. This initial assessment provides a reference point for measuring progress and identifying existing gaps in knowledge.
Second, the study seeks to design and implement a structured home reading program tailored to the needs of the experimental group. This program involves assigning carefully selected reading materials that align with the students’ language proficiency levels and curriculum goals.
Third, the research aims to evaluate the impact of the structured home reading approach by comparing the academic performance of students in the experimental group with those in the control group. This comparison is based on summative assessment results at the end of the term, allowing for an analysis of whether the program contributes to measurable improvements in grammar and vocabulary components of speaking and writing skills.
Therefore, the list of objectives goes as follows:
- assess the levels of grammar and vocabulary knowledge among Grade 7 students;
- implement a structured home reading approach for experimental and control groups over one term;
- compare the academic performance of both groups to evaluate the impact.
By addressing these objectives, the study aims to contribute to the growing body of research on effective strategies for enhancing language learning and improving academic outcomes for students in EFL contexts.
Methodology
This study employs a mixed-methods approach, combining both quantitative and qualitative data collection techniques to evaluate the effectiveness of a structured home reading program in improving grammar and vocabulary knowledge among Grade 7 students. The research design consists of two main phases: a pre-intervention baseline assessment and the implementation of the intervention over one academic term. The study involves two groups of Grade 7 students: an experimental group and a control group. The experimental group consists of students who participate in the structured home reading program, while the control group continues with their regular classroom instruction without additional reading assignments. Both groups are carefully selected to ensure comparable academic levels and language proficiency at the start of the study. The experimental group receives guidance and support in selecting appropriate reading materials, while the control group follows the existing curriculum without any additional home reading requirements.
Data Collection Methods included the following:
- Standardized Tests : To assess the impact of the home reading program on grammar and vocabulary, both groups take standardized tests at the beginning (pre-test) and end (post-test) of the term. The tests measure specific language components, such as grammar accuracy, vocabulary knowledge, and reading comprehension. By comparing the pre- and post-test results, the study can gauge the improvements in the experimental group as compared to the control group.
- Teacher Monitoring and Feedback : Teachers play an essential role in providing ongoing support throughout the intervention. They monitor students’ engagement with the reading material, offer feedback on their understanding, and assess their ability to apply new vocabulary and grammatical structures. This monitoring allows the researchers to track the effectiveness of the reading program in real-time and identify any issues or areas for improvement.
- Quantitative Analysis: The academic performance of both groups is analyzed using statistical methods to compare the results from the pre- and post-tests. The primary focus is on determining whether the experimental group shows significant improvements in grammar and vocabulary knowledge as a result of the home reading program, compared to the control group. The statistical analysis includes paired t-tests to assess the significance of the changes in both groups.
- Qualitative Observations : In addition to the quantitative data, qualitative feedback is gathered from both students and teachers through informal interviews and observations. Students are asked about their engagement with the reading materials, challenges they faced, and how they perceive the impact of the program on their language skills. Teachers provide insights into student progress, the challenges of integrating home reading into the curriculum, and any observed behavioral or academic changes.
- Student Engagement: Engagement is monitored throughout the intervention to assess whether regular participation in the reading program correlates with academic improvement. Engagement metrics include participation in class discussions about the reading materials, completion of weekly assignments, and students' willingness to engage with the reading tasks independently.
Results
The results of the study highlight noteworthy trends regarding the effects of the intervention on student academic performance. The findings compare the progress of students in an experimental group , who were exposed to the intervention, and a control group , who were not. While the intervention did not produce substantial changes within the short timeframe, the patterns observed provide valuable insights into its potential effectiveness and areas for improvement in future applications.
In the experimental group , Students A demonstrated stable results, meaning their academic performance did not decline or improve significantly (Pic 1). This stability can be seen as a positive outcome, as the intervention may have helped maintain their performance under conditions where challenges or lack of engagement could have led to regression. Students B and C, however, showed slight progress, which, though modest, signals that the intervention may have some positive effect when implemented. This progress suggests that certain individuals may respond more readily to interventions, depending on their individual learning styles, prior academic performance, or personal motivation.
In contrast, the control group —comprising Students A, B, and C—exhibited no significant improvement (Pic.2). This lack of progress highlights the need for targeted support or innovative teaching methods, particularly for students who may be struggling or not responding well to traditional approaches. It underscores the importance of exploring alternative interventions that are more engaging, tailored, or sustained over longer periods.
Fig. 1
Fig. 2
A key limitation of this study was the short duration of the intervention. Educational strategies and interventions often require extended implementation to produce meaningful and measurable changes in academic performance. Learning is a gradual process, and a brief intervention may not provide sufficient time for students to fully adapt to new methods or for educators to observe significant improvements. The slight progress observed in one student of the experimental group suggests that a longer, sustained intervention might amplify its impact.
Conclusion
This study highlights the potential of structured home reading programs as a supplementary tool for addressing gaps in grammar and vocabulary among Grade 7 students. While the results indicate only modest improvements within the short duration of the intervention, the findings underscore the program's positive influence on overall academic performance, particularly for students who struggle with English language learning.
A key takeaway is the role of sustained practice in linguistic development. Grammar and vocabulary are foundational components of language acquisition, yet they often require repeated exposure and application to achieve mastery. The structured home reading program offers a practical solution by embedding language learning into daily routines outside the classroom. However, the limited duration of the intervention in this study likely constrained its effectiveness. Longer-term implementation, spanning multiple terms or academic years, may provide a more accurate representation of its impact.
Furthermore, the findings point to the importance of personalized and engaging reading materials. Students are more likely to benefit from the program when the content resonates with their interests and is appropriately challenging. Future iterations of this program should include a wider variety of texts to cater to diverse student preferences and language proficiency levels.
Teacher involvement also emerged as a critical factor in the program's success. Monitoring student progress, offering timely feedback, and fostering a culture of accountability significantly contribute to the program's effectiveness. Expanding teacher training to include strategies for integrating home reading with classroom activities can further strengthen this approach.
Longitudinal studies could provide deeper insights into the sustained impact of home reading on grammar and vocabulary development. Exploring qualitative feedback from students and teachers can uncover practical challenges and areas for improvement. Additionally, examining the impact of digital reading platforms and gamified approaches could modernize and enhance the program's appeal and accessibility.
In conclusion, while the short-term effects of the structured home reading program are modest, its potential for fostering independent learning and improving overall academic performance is promising. With longer implementation periods, diverse reading materials, and stronger teacher support, this approach could become a valuable addition to English language education. Though initial results are modest, the approach holds potential for broader academic benefits. Future research should focus on:
– extending the program duration;
– incorporating qualitative feedback from students and teachers;
– exploring additional variables such as reading material complexity.
References:
- Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom.
- Wood, K. D., & Heavren, S. J. (2020). «The Impact of Home Reading Programs on Secondary School Students' Literacy Skills». Journal of Adolescent & Adult Literacy.
- Sadeghi, F., & Ketabi, S. (2018). «The Impact of Home Reading on EFL Learners' Vocabulary Acquisition: A Case Study». Journal of Language Teaching and Research.
- Freeman, Y. S., & Freeman, D. E. (2010). «Using Home Reading Programs to Enhance EFL Grammar Skills: Strategies and Outcomes». TESOL Journal.
