Affective engagement in academic reading: What EFL student teachers reveal

Yulia, Made Frida; Sulistyo, Gunadi Harry; Cahyono, Bambang Yudi

doi:10.11591/ijere.v9i3.20635

Cited by 14 publications

(25 citation statements)

References 24 publications

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“…Recent perspectives on second language teaching devote attention to the active engagement of learners in reading by personally engaging with it, connecting to their life experience, personal world, and background knowledge to make personal meaning, not just to receive the intended message (Burns & Siegel, 2018;Grabe & Stoller, 2019;Lee, 2014;Pietarinen et al, 2014;Unrau & Quirk, 2014;Wang & Eccles, 2011, Watkins, 2017. Text comprehension depends on the interaction of textual, contextual, and reader-related variables (Roe et al, 2005), which necessarily, but not exclusively, involve emotion and motivation (Yulia et al, 2020). It follows then that learners' reading comprehension depends on their ability to coordinate background knowledge, linguistic skills, strategies, cognition and affection, and the degree to which they are engaged cognitively and emotionally with the text.…”

Section: Second Language Reading Instructionmentioning

confidence: 99%

“…Besides, Philp and Duchesne (2016) noted that past research referred to task engagement as cognitive involvement, and argued that behavioral, social and affective dimensions should be included. In particular, affective engagement which involves eliciting emotional reactions to a text (Unrau, & Quirk, 2014) has recently been recognized as a crucial element in second language acquisition (Philp & Duchesne, 2016), and proved to enhance EFL reading instruction (Yulia et al, 2020). Despite its value for reading comprehension instruction (Duke et al, 2021), affective engagement with texts appears to be sparingly practiced in the EFL classroom, especially in the educational setting of Vietnam.…”

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confidence: 99%

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Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance

Loi¹,

Thanh²

2022

TESL-EJ

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Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners’ reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read.

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Section: Second Language Reading Instructionmentioning

confidence: 99%

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confidence: 99%

Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance

Loi¹,

Thanh²

2022

TESL-EJ

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“…Reading attitude is a system of feelings that can lead readers to avoid or approach reading activities [21]. Furthermore, feeling toward reading will drive learners to approach or avoid reading [22], [23] This means that attitude towards reading will affect students' actions in reading, and engagement in reading will influence reading ability [16]. However, a study by Lukhele [24], which used Pearson's Product-Moment Correlation, reported that no correlation was found between reading ability and reading attitudes, r(84)=0.08, p=0.46.…”

Section: Introductionmentioning

confidence: 99%

The effects of mentoring programs on primary students’ enjoyment of reading

Aminuyati

Karolina

Queiroz³

2023

IJERE

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<span lang="EN-US">Mentoring programs in education are known as the involvement of experienced persons to support students’ learning. Concerning improving literacy, mentoring programs aim to help students understand reading materials and improve their reading enjoyment and behaviors. This research aimed to investigate mentoring programs’ impact on primary students’ reading enjoyment. This study, in particular, intended to probe whether the mentoring programs significantly affected students’ reading enjoyment, whether male and female students differed on their reading enjoyment after getting mentoring intervention and whether the periods of mentoring impacted students’ enjoyment of reading. The study used secondary data of the <em>Time to Read Program</em>, a volunteering program conducted in Northern Ireland held by the Business in the Community in cooperation with Education Authority to promote literacy to local primary school students. The sample students in the secondary data used in this study were 250 eight-to-nine years old students. This study used the independent t-test and the ANOVA test to analyze the data. This study failed to find evidence that mentoring programs increased students’ reading enjoyment and that males and females differed in their reading enjoyment after mentoring intervention. However, this study found evidence that mentoring periods significantly improved primary students’ reading enjoyment.</span>

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“…Academic reading is a necessary scholarly activity for learners to engage with at university (X. Liu & Read, 2020;Yapp & Graaff, 2021), an essential skill (Yulia et al, 2020) for success in education. Although it is an important skill for students, many researchers have identified several reasons students fail to complete required readings.…”

Section: Introductionmentioning

confidence: 99%

Judgment of the Problem-Based Learning Model with Blended Learning in EFL Academic Reading

Ismail

Edi

2022

IJMMU

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Judgment is carried out to assess the feasibility of the learning model that has been developed. The research aims to analyze the experts’ assessment of the problem-based learning model with blended learning in EFL academic reading. The research design used is a qualitative method. Seventy statements of a questionnaire were utilized for collecting the data, and three experts are considered respondents of the research. A qualitative descriptive was applied to analyze the data. The result showed that four variables, namely syntax of the PBL model with blended learning, social system, reaction principle, support system, learning impacts, and companion impact, were distributed to the respondents who answered strong agree and agree. The authors recommended that students and educators can use this learning model to facilitate EFL academic reading teaching and learning.Judgment is carried out to assess the feasibility of the learning model that has been developed. The research aims to analyze the experts’ assessment of the problem-based learning model with blended learning in EFL academic reading. The research design used is a qualitative method. Seventy statements of a questionnaire were utilized for collecting the data, and three experts are considered respondents of the research. A qualitative descriptive was applied to analyze the data. The result showed that four variables, namely syntax of the PBL model with blended learning, social system, reaction principle, support system, learning impacts, and companion impact, were distributed to the respondents who answered strong agree and agree. The authors recommended that students and educators can use this learning model to facilitate EFL academic reading teaching and learning.

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Affective engagement in academic reading: What EFL student teachers reveal

Cited by 14 publications

References 24 publications

Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance

Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance

The effects of mentoring programs on primary students’ enjoyment of reading

Judgment of the Problem-Based Learning Model with Blended Learning in EFL Academic Reading

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