Response-based Instruction at the Middle Level: When Student Engagement is the Goal

Farnan, Nancy; Kelly, Patricia R.

doi:10.1080/00940771.1993.11495188

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…Almasi & McKewon (1996) in their findings also showed that readers if shared what they read are more likely to be engaged in reading. Farnan and Kelly (1993), in order to increase engagement, suggest establishing connections between the readers and the text by ascertaining responses from the learners. This very ascertaining of responses incorporates three components -perception, affect and association through which22 the readers in their reading process observe important, interesting, ambiguous aspects under the shade of perception.…”

Section: Strategies For Engaged Readingmentioning

confidence: 99%

Engaged Reading: Moving from Theory to Implication for L2 Learners

Selim

Islam

2022

JOLLT

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There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.

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Section: Strategies For Engaged Readingmentioning

confidence: 99%

Engaged Reading: Moving from Theory to Implication for L2 Learners

Selim

Islam

2022

JOLLT

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“…Yet, in most cases, reading activities in literature classes in EFL contexts have generally led to only moral values examination and right interpretations that possibly caused readers' boredom [2] and thus literature is not popular among students for its nonliterary treatments [3]. On the other hand, reader-oriented pedagogy can stipulate readers' personal involvement as well as engagement [4]. Reader-oriented trend as influenced by Rosenblatt's [5,6] Reader Response Theory promotes student-centered classroom trend that empowers students to be active meaning makers.…”

Section: Introductionmentioning

confidence: 99%

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Iskhak¹,

Mujiyanto²,

Hartono³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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The study aims to explore the application of reader response journals to help EFL readers get out from the 'being stuck condition' in interpreting literary works. Underpinned by the interplay of Reader Response Theory, Socio-constructivism, and Critical Pedagogy, the study promotes EFL readers' aesthetic stances to have their own 'convenient rooms' to (re)create meaning in transacting with texts as illuminated by their schemata and life experiences, which is contrast to New Critics' views that promote text-based analysis only. An intact group of EFL teacher trainees of an Indonesian private teacher college taking literary criticism participated in this program evaluation-based case study to uncover the observed classroom dynamics representing the trainees' reading and enjoying literary works, and responding to assigned literary works by means of response journals. In applying the one-semester course program, the trainees were triggered to individually and collaboratively share ideas, feelings, wants, interests, and expectations, and peer-feedback their written responses as reflected in on-going revised journals. The peer-led discussions characterized the classroom interaction driven by the teacher's (tutor's) guiding steps, as the scaffolding techniques. The study showed the nonthreatening classroom interaction and the trainees' development of using varied critical and personal reader response strategies. The trainees' captured 'voices' as reflected in peer-led discussions and their journals represented their freedom in expressing ideas, and enjoyment in reading-writing (literacy) events. The study suggests further studies investigate e-journaling project that entails possibilities of enhancing trainees' multiliteracies.

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