Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

Bhooth, Abdullah Mohammad; Azman, Hazita; Ismail, Khaidzir

doi:10.1002/tesj.148

Cited by 8 publications

(10 citation statements)

References 12 publications

(13 reference statements)

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“…The innovation of technology applications and integration of literacy interventions with supplement of intensive progress provided more promising evidence of the effectiveness of educational technology application on the reading outcomes of K-12 classrooms. Bhooth et al (2014) stated that the social and technological changes in the environment do affect the process of learning which in turn demands changes in education. It was also found that all the participants believed that CAREY program had its positive effect on their reading attitudes.…”

Section: Discussionmentioning

confidence: 99%

“…This is also supported by Park andKm (2011:2161) who stated that "participants considered videos and pictures important resources in online reading environments, and they regarded the resources as helpful for reading English text and studying English". Brandl (2002) stated that it is no doubt that the authentic materials on the Internet provide the learners an opportunity to engage themselves to a real environment of reading.…”

Section: Have Gained the Confidence And The Motivation Because I Ammentioning

confidence: 99%

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The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

Al-Shawesh¹,

Hussin²

2015

ELT

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Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students' reading attitude towards reading English materials. To achieve this objective, the data was collected from pre-and post-questionnaires of reading attitude. Additionally, the data was collected based on an interview and an observation. 20 students selected purposively from level one of an English proficiency course, Department of English, Faculty of Arts, Ibb University, Yemen in this study. All participants answered the pre-and post-reading questionnaires, and five of them were further interviewed. The study used both quantitative and qualitative analyses of the data including descriptive statistics of the responses from the questionnaires and thematic analysis of responses from the interviews. The results revealed that all participants showed their positive attitudes toward reading English materials especially after they joined the class of reading via CAREY program. In addition, it was found that CAREY program positively affected the participants' attitudes towards reading English materials.

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Section: Discussionmentioning

confidence: 99%

Section: Have Gained the Confidence And The Motivation Because I Ammentioning

confidence: 99%

The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

Al-Shawesh¹,

Hussin²

2015

ELT

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“…7 In contrast to the hierarchical Bloom's taxonomy, the knowledge processes (KP) framework offers a more robust and flexible tool for examining critical thinking, especially in the context of textual interaction. For this reason, the KP framework has been used to understand how students engage with authentic texts to interpret and transform meaning (Bhooth, Azman, & Ismail, 2015), to investigate instructor perceptions of multiliteracies pedagogy (Menke, 2018), to evaluate the present state of existing or revised curricula (Menke & Paesani, 2018;Rowland et al, 2014), and to analyze applications of multiliteracies and genre-based pedagogy (Michelson & Dupuy, 2014). For the purposes of this study, the KP framework serves to describe the instructional materials and highlight how the proposed training for peer responders aligns with the goals of the multiliteracies framework.…”

Section: Literacy-oriented Training For Peer Respondersmentioning

confidence: 99%

Training Foreign Language Learners to be Peer Responders: A Multiliteracies Approach

Turpin¹

2019

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This study proposes a method for implementing trained peer response within the multiliteracies framework and then qualitatively examines its effectiveness. Three factors are considered: (1) the extent to which peer response training engaged learners in all four knowledge processes; (2) the quality of peerto-peer feedback; and (3) students' attitudes about peer response. Findings suggest that collaborative genre analysis moves students through various knowledge processes and equips them to apply literacybased understandings, knowledge, and skills during peer response. In general, students provided constructive, actionable comments to their peers and reported numerous benefits of both giving and receiving peer feedback. Implications for future research and practice will be of interest to instructors who want to implement peer response as well as curriculum designers who are building literacy-oriented language programs.

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“…Reading is a critical means to access knowledge and information in academic life [1]. Such a critical skill to access knowledge and information is highly necessary in higher education [2][3][4]. Higher education students are confronted with various resources which are mostly presented in English.…”

Section: Introductionmentioning

confidence: 99%

Affective engagement in academic reading: What EFL student teachers reveal

Yulia

Sulistyo

Cahyono

2020

IJERE

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.

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Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

Cited by 8 publications

References 12 publications

The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

Training Foreign Language Learners to be Peer Responders: A Multiliteracies Approach

Affective engagement in academic reading: What EFL student teachers reveal

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