ESL Teachers’ Perceptions About English Learners’ Reading Motivation

Protacio, Maria Selena; Jang, Bong Gee

doi:10.1177/2381336916661532

Cited by 6 publications

(6 citation statements)

References 35 publications

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“…Graded readers are books specifically written for second language readers to provide them with a reading experience at a level of fluency and comfort at par with first language reading (Nation & Ming-Tzu, 1999). This is essential because readers need to have access to the text they read so that they remain motivated and interested in reading (Protacio & Jang, 2016). In other words, graded readers provide the opportunity for language learners to have contact with easy reading materials containing familiar words with a mix of new vocabulary in the target language.…”

Section: The Role Of Graded Readers In Readingmentioning

confidence: 99%

“…With regards to this issue, teachers can allow the struggling readers to select the set of graded readers that they would like to read before starting to engage them in the reading intervention sessions. Protacio and Jang (2016) propound the importance of providing accessible reading texts that are of interest to the pupils so that they would be motivated to continue reading. In this way, the participants would not feel bored rereading the same graded readers or reading a material that is not of interest.…”

Section: Group Interview With the Participantsmentioning

confidence: 99%

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Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

Xin¹,

Yunus²

2020

ujer

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One has to learn and master the four major language skills, namely listening, speaking, reading and writing, to be deemed proficient and fluent in the target language. In relation, reading skill is an essential language component and effective reading will allow for successful linguistic input so that comprehension, the ultimate outcome of reading skill, can be attained. Before comprehension can be established, it is important for readers to first read fluently. However, learning to read in a second or new language is often quite a challenging task. It is even more demanding for children with reading difficulties. Thus, this paper aims to explore the effectiveness of the reading intervention-assisted repeated reading using graded readers-in improving the oral reading fluency of struggling elementary-aged readers learning English as a second language (ESL). This action research based study was carried out with 7 struggling ESL readers from a primary school in the period of 30 days. The findings collected from three different data collection methods revealed that the participants were able to read with higher accuracy in word recognition and faster reading rate with improved prosodic reading. With the positive outcomes gathered from this study, it can be concluded that assisted repeated reading using graded readers did improve the oral reading fluency of struggling ESL readers. Further suggestions on how assisted repeated reading with graded readers can be adapted and applied to improve the oral reading fluency of struggling second language readers were also given.

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Section: The Role Of Graded Readers In Readingmentioning

confidence: 99%

Section: Group Interview With the Participantsmentioning

confidence: 99%

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

Xin¹,

Yunus²

2020

ujer

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“…It has also been found that teachers do not perceive motivated and unmotivated students well (Protacio, 2012(Protacio, , 2013Taboada & Buehl, 2012). Though motivation plays a significant role in reading comprehension, there are other factors which affect learners' involvement in reading classes (Protacio & Jang, 2016). In EFL setting, the learners are exposed to target language in very limited domains of life, which hinders their growth of language skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

Alenizi

2019

SSRN Journal

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This study assesses pre-university teachers' perception about reading comprehension in English as a foreign language (EFL) in Saudi context. It also identifies the difficulties faced by the students in their reading comprehension classes to have a holistic view of learning process. The main aim of the study is to explore the issues related to teaching reading, both from teachers as well as learners' perspectives, so that the best teaching strategies can be adopted to achieve the desired outcomes. It assesses the ongoing prevalent scenario of learning to read in English as foreign language and observes that the learners' difficulties are not addressed properly because the teachers/instructors are not trained well or pay less attention to reading skill. A descriptive approach has been used on a sample of instructors from various non-native English-speaking nationalities (n=60) and Saudi learners (n=146). Responses revealed that teachers' poor awareness of teaching strategies cause poor learning outcomes. Their responses also reveals that their strategies do not take into account learners' difficulties which somewhere cause learners' helplessness in getting desired outcome. The results of the study elaborate how the culture and contextual knowledge play significant roles. These are the bases of teaching reading skills along with learners' needs so that more robust teaching strategies can be followed to truly meet the desired learning outcomes. This will definitely help the teacher-educators as well as the instructors in improvising their teaching practices that suit their classrooms well.

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“…Recent researchers have reflected on the many instructional challenges ESOL educators face in the classroom (e.g., Gándara, Maxwell-Jolly & Driscoll, 2005;Protacio & Jang, 2016;Senom, Zakaria & Ahmad Shah, 2013;Toledo-López & Pentón Herrera, 2015). Some of the most common challenges presented in the current literature reference the little control ESOL educators have over these situations.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Senom, Zakaria, and Ahmad Shah (2013) explain that one common challenge for ESOL educators is the reality shock of transitioning from their idealistic concept of teaching to the reality inside their classrooms. In addition to the reality shock of today's teaching environment, ESOL educators are faced with educating diverse academic levels of proficiency in their classrooms (Toledo-López & Pentón Herrera, 2015), lack of effective instructional resources (Gándara, Maxwell-Jolly & Driscoll, 2005), and finding a balance between curriculum and student motivation (Protacio & Jang, 2016)-all of which make teaching an even more challenging task for novice K-12 educators. The reality is that ESOL teachers face daily challenges that require flexible and innovative thinking, as every ESOL student is different and their instructional and linguistic needs do not fit in a onesize-fits-all approach (Toledo-López & Pentón Herrera, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

ESOL Urban High School Teachers’ Perceptions of Their Instructional Strengths and Challenges: A Qualitative Case Study

Herrera

2018

Dialogues

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The current interest in student performance and evaluation often neglects the impact instruction has on the academic achievement of English Learners. Similarly, recent literature focuses on educators' specific set of qualities and abilities without considering the implications of selfperception and professional development as instrumental parts of teacher effectiveness. The purpose of this article is to understand the pedagogical experiences of ESOL teachers in an urban high school. Through interviews and observations, this article provides an overview of the instructional realities ESOL educators face in today's classrooms. Furthermore, findings reveal the relationship between self-perception and instructional performance in the ESOL classroom.

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ESL Teachers’ Perceptions About English Learners’ Reading Motivation

Cited by 6 publications

References 35 publications

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

ESOL Urban High School Teachers’ Perceptions of Their Instructional Strengths and Challenges: A Qualitative Case Study

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