Fostering reading comprehension skill among ESL tertiary level students through discourse engagement

Rahim, Puteri Rohani Megat Abdul

doi:10.21833/ijaas.2017.012.045

Cited by 2 publications

(1 citation statement)

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“…Nonetheless, prior to reading disciplinespecific texts, learners need to be well accustomed to the reading strategies. Despite the studies on reading strategies employed by Malaysian tertiary students (Abd Hamid et al, 2020;Edward et al, 2020;Abdul Rahim, 2017), only a few explored Malaysian tertiary students' approaches to learning when engaged in reading tasks. It is important to get an insight into students' understanding of the reading tasks and the approaches they use to respond to the tasks, as it will relay a deeper comprehension of the challenges they face and whether they can overcome them.…”

Section: Introductionmentioning

confidence: 99%

English for Academic Purposes (EAP) Students’ Approaches to Learning in Responding to an Annotation Task

Vijayan

2023

IJARBSS

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In reading, students should pay close attention to the purpose of reading because this will help them to identify appropriate strategies. Similarly, students in the English for Academic Purposes (EAP) classroom should know why and how to read, as academic reading goes beyond simply understanding a text. Hence, understanding students' approaches to learning in the EAP classroom is important because it provides insights to instructors on their motives for learning and the strategies they use to learn. This study used the qualitative method to explore students' approaches to learning in responding to an annotation task in the EAP classroom. A delayed stimulated recall interview and students' written samples were used for data acquisition. The data were analysed using thematic analysis. The findings showed how the students read, made sense of reading materials, and responded to the task. Moreover, the findings also showed that the students adopted a surface motive in learning and a mix of surface and deep strategies in responding to the task.

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Section: Introductionmentioning

confidence: 99%