Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers

Alsheikh, Negmeldin; Alhabbash, Maha; Liu, Xu; AlOthali, Safa Ahmed; Mohammedi, Najah Obaid Al

doi:10.29333/iji.2020.13419a

Cited by 5 publications

(3 citation statements)

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“…Similarly, Alsheikh et al (2020) employed a sequential explanatory study design to investigate the relationship between IR and ER approaches and their effect on Ph.D. students in the United Arab Emirates. The results demonstrated a relationship between IR and ER approaches.…”

Section: Perceptions Of Efl Learners About the Integrated Use Of Inte...mentioning

confidence: 99%

Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners' perceptions of intensive and extensive reading approaches

Ali,

Palpanadan,

Asad

et al. 2024

Forum Linguist. Stud.

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This study attempts to explore the perceptions of Pakistani pre-university EFL learners about the intensive reading (IR) and extensive reading (ER) approaches and the use of technology in these two approaches. This is a qualitative study using a purposive sampling technique. The participants were 10 pre-university undergraduate students enrolled in the foundation program of a public sector university in Pakistan. Researchers used semi-structured interviews and reflective diaries as data collection tools. Thematic analysis and personal interpretation techniques were used to analyze the results. The results showed that after participating in the reading classes, the students had positive perceptions of the IR and ER approaches and found them useful and interesting. The results also showed that the learners felt that their language skills improved significantly after participating in the IR and ER-related activities. Students also found these reading approaches to be complementary to each other. The results also indicated that teachers’ use of intensive reading and extensive reading approaches could make learners skilled and autonomous readers. Ultimately, their reading problems could be solved with these approaches. Moreover, the learners also perceived the use of technology in these two reading approaches as of great benefit to them. The researchers recommend incorporating IR and ER activities into the EFL classroom using digital resources to maximize EFL learners’ reading abilities and other language skills.

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Section: Perceptions Of Efl Learners About the Integrated Use Of Inte...mentioning

confidence: 99%

Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners' perceptions of intensive and extensive reading approaches

Ali,

Palpanadan,

Asad

et al. 2024

Forum Linguist. Stud.

View full text Add to dashboard Cite

show abstract

“…They also held positive opinions about this integrated approach. Similarly, Alsheikh et al (2020) investigated the relationship between IR and ER approaches and its impacts on the reading experience of graduate students in the United Arab Emirates using a sequential explanatory mixed methods research design. The researcher employed a paired sample T-Test and a thematic analysis technique to measure the results and found a reciprocal and intermingling relationship between IR and ER approaches.…”

Section: Review Of the Blended Ir And Er Approaches In The Light Of L...mentioning

confidence: 99%

Reading approaches practiced in EFL classrooms: a narrative review and research agenda

Ali

Palpanadan

Asad

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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Reading is an essential skill for students to perform effectively and successfully in any academic setting. This skill is vital for foreign language learners as it provides chances for students to be exposed to English in input-poor settings. English as a foreign language students’ reading skills in diverse contexts remain substandard due to the lack of necessary input and efficient instructional methodologies. Thus, we review the literature on three common reading instructional approaches: the intensive reading (IR) approach, the extensive reading (ER) approach, and the blended IR and ER approach. This review summarizes the existing literature on IR, ER, and blended IR and ER and provides the critical appraisal of existing scholarly literature from several aspects, including reading approach, research design, research context, data analysis method, and the results of various studies of reading approaches. Finally, we present several future research directions in the field of reading research.

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“…The distortion and confusion when reading foreign texts may have hampered readers' desire to initiate and construct new cultural schemata. Furthermore, regardless of the form of the cultural text and its familiarity or unfamiliarity, there was a reciprocal interweaving between cultural schema and language competence (Alsheikh et al, 2022).…”

Section: Example Of Culture and Discourse Analysismentioning

confidence: 99%

Buku Ajar English Pragmatics

Mandarani¹,

Fediyanto²

2022

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It is challenging to describe many communicative phenomena in daily conversation linguistically. Linguists investigate why we have language, how it functions, the limitations of linguistic variety, and how language evolves (Willemsen & Bøegh, 2019). Since the human language has various roles, functions, and qualities, humans can use language correctly—several forms of language, such as sound symbols that are arbitrary but have meaning. Now we are all encouraged to seek meaning and are fascinated by the definition of a new term. We are occasionally unclear about what message we should take from what we read or hear, and we are concerned about communicating our thoughts to others. We like jokes that use many interpretations of words or ambiguities in sentences to be hilarious. Commercial businesses invest significant time and money in naming items, developing slogans, and developing essential messages to the buying public.

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Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers

Cited by 5 publications

References 0 publications

Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners' perceptions of intensive and extensive reading approaches

Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners' perceptions of intensive and extensive reading approaches

Reading approaches practiced in EFL classrooms: a narrative review and research agenda

Buku Ajar English Pragmatics

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