Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Ullah, Md. Mohib; Fatema, Sayeda

doi:10.5539/elt.v6n5p129

Cited by 5 publications

(3 citation statements)

References 19 publications

(14 reference statements)

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“…It aims "to develop creativity and CT through the English language." Nonetheless, it is uncommon to teach and learn the art of reasoning in English reading and writing classes (Ullah & Fatema, 2013). Instead, both teachers and students opt for higher grades in pedagogical practices, which leads to memorizing the course contents and superficial outcomes (Hamid et al, 2009).…”

Section: Critical Thinking Instruction In the Bangladeshi Contextmentioning

confidence: 99%

Exploring Higher Secondary EFL Teachers' Perceptions of Critical Thinking and Its Development: A Critical Reflection

Ferdoush,

Jahan

2024

JETM

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It is widely recognized that developing critical thinking skills promotes higher levels of language proficiency and academic success. However, teachers’ perceptions of critical thinking have a significant impact on pedagogical practices, students’ learning, and achievement; therefore, a meticulous understanding of teachers’ perceptions is the prerequisite for the enhancement and effective implementation of critical thinking skills. Against this background, this exploratory study uses a constructivist approach to employ semi structured interviews with 12 EFL teachers at the higher secondary level in Bangladesh to address the research gap in understanding EFL teachers’ perceptions of critical thinking and its practice. The findings revealed that teachers’ knowledge of critical thinking is limited and fragmented, and there is a gap between their perception and the generically recognized concept of critical thinking. This suggests that there is a need to develop teachers’ content knowledge and pedagogical knowledge to promote critical thinking skills in EFL classrooms at higher secondary levels.

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Section: Critical Thinking Instruction In the Bangladeshi Contextmentioning

confidence: 99%

Exploring Higher Secondary EFL Teachers' Perceptions of Critical Thinking and Its Development: A Critical Reflection

Ferdoush,

Jahan

2024

JETM

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“…Studies show that some students across the world are demotivated in reading activities (Kasyulita & Ratnasari, 2016;Mohib Ullah & Fatema, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…According to Mohib Ullah and Fatema (2013), some students are less motivated in reading classes for quite a lot of reasons on themselves, teachers, reading materials, contextual factors, etc. On the contrary, it is believed that the role of reading in language learning is enormous because having a good skill in reading will be beneficial for the students either for their careers, further study, and other purposes (Brown, 2001;Harmer, 2007bHarmer, , 2007a). )…”

Section: Introductionmentioning

confidence: 99%

Using ‘Medicalenglish’ to Improve EFL Students’ Reading Motivation: a Case Study in Nursing Department

Rini

Rinekso

2021

PAEDAGOGIA, Jurnal Penelitian Pendidikan

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<p>The importance of reading comprehension is immense. It contributes to the success of language learning and teaching. However, there are some factors such as less interesting and difficult text sources and other non-contextual factors that demotivate the students in reading. To deal with that issue, the implementation of a Learning Management System (LMS) called MedicalEnglish is introduced to the students in order to amplify the students’ motivation in learning English. This study is intended to investigate the motivation of 22 Diploma students of the Nursing department in Semarang in reading using MedicalEnglish. In this qualitative case study, questionnaire and interview were selected as the instrument. The data collected from the two instruments were then descriptively elaborated. In conclusion, there is a significant improvement in students’ motivation in learning reading after the implementation of MedicalEnglish. The result of this study is expected to provide additional reliable sources regarding the implementation of LMS in sustaining students’ reading motivation.</p>

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Reseña: Rodrigo, Victoria (2019). La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica. Londres/Nueva York: Routledge.

Santos

2019

E-JournALL

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La importancia que se le ha otorgado a las diferentes destrezas lingüísticas ha variado en función del enfoque metodológico predominante en cada época. En particular la comprensión lectora pasó de ser el centro de atención en modelos clásicos a ser poco tratada en otros más modernos. Esta reseña analiza la monografía de Victoria Rodrigo, que ha compilado un panorama completo y prolijo de todo conocimiento que cualquier persona dedicada a la docencia, investigación o creación de materiales didácticos debería poseer sobre la comprensión lectora, prestando particular atención a la enseñanza del español como segunda lengua o lengua extranjera.

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Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Cited by 5 publications

References 19 publications

Exploring Higher Secondary EFL Teachers' Perceptions of Critical Thinking and Its Development: A Critical Reflection

Exploring Higher Secondary EFL Teachers' Perceptions of Critical Thinking and Its Development: A Critical Reflection

Using ‘Medicalenglish’ to Improve EFL Students’ Reading Motivation: a Case Study in Nursing Department

Reseña: Rodrigo, Victoria (2019). La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica. Londres/Nueva York: Routledge.

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