The paper sets out to explore the issue of students’ strategic ability of learning from disciplinary texts in tertiary education settings. While performing reading tasks, students acquire or restructure subject-area knowledge as well as improving conceptual resources and literacy skills indispensable for their academic attainment. The so-called reciprocal reading instruction promotes the adoption of a procedure in which students are required to generate their own text-based questions, then ask and answer them in pairs. The exploratory case study reported in this paper aimed to examine the performance of advanced Polish students of English during ten reciprocal reading sessions, part of a subject-specific course. The analysis of the collected data focused on selected aspects of the students’ question-generating behaviour. Additionally, the data obtained from a semi-structured interview were scrutinized in order to find out how the students evaluated their task performance. The paper finishes with a discussion of the implications of the study for the use of student-generated questions and reciprocal reading tasks in enhancing disciplinary knowledge and academic literacy skills.

It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.

The present paper aims to outline a study devoted to the implementation of Intercultural Communicative Competence (ICC) into primary online classroom practice. The selected aspects of Anglophone cultural content were chosen to complement the students’ cultural issues covered by the core curriculum. The cultural elements were incorporated into the background of EFL materials focusing on teaching vocabulary by means of a range of activities suitable for primary school learners (42 second graders). The conclusions to be presented will provide the researchers' reflections on the implementation of and the students’ responses to the lessons.

<p>Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.</p>

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