Investigating Arabic teachers’ perceptions of extensive reading practices in higher education

Aghar, Tania Al; Demirci, Helene Christina; Houjeir, Roudaina; McMinn, Melissa; Alzaabi, Khawla Ali Saif

doi:10.1080/2331186x.2022.2162701

Cited by 4 publications

(5 citation statements)

References 39 publications

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“…Besides, the examination of how OER affects language learning revealed that the instructors believed that OER has a significant impact on students' language proficiency. In accordance with this, the studies conducted by Puripunyavanich (2022) and Al Aghar et al (2022) also indicated that the teachers in their studies had favourable perceptions of the effects of OER on language proficiency in learners.…”

Section: Conclusion and Discussionmentioning

confidence: 52%

“…The study of Aghar et al (2022) examined the Arabic version of the M-reader designed for the OER program to evaluate the perceptions of the teachers with regard to its effectiveness and difficulties. The findings of the study showed that educators were well aware of the advantages of ER practice and how it helped students' language competence.…”

Section: Introductionmentioning

confidence: 99%

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Online Extensive Reading: A Friend or Foe

UCAÇELİK,

ŞAHAN

2023

International Journal of Educational Spectrum

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The study looked into the perceptions of EFL instructors working at schools of foreign languages at various universities throughout Turkey in order to better understand the effects of Online Extensive Reading (OER) on language learning and the difficulties regarding its implementation. A mixed-type descriptive study design was used to achieve the aim of the study, and the data were collected through semi-structured interviews and an online questionnaire. The questionnaire was completed by 181 EFL instructors, and 10 of them took part in the interviews. The quantitative data analysis was performed via SPSS.23 and frequencies and percentages were calculated. The qualitative data analysis which resulted in the formation of various themes and codes was carried out via MAXQDA. The results revealed that while the instructors held favourable perceptions towards the effects of OER on language learning including its benefits on reading, writing, and vocabulary, they were worried about certain difficulties including hectic schedules, student motivation, school curriculums, exams, and their technical expertise. Overall, it was concluded that despite the instructors' favourable perceptions of OER, it is not a practice that is frequently used in higher education in Turkey due to the instructors' lack of knowledge of OER and the difficulties they mentioned.

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Section: Conclusion and Discussionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Online Extensive Reading: A Friend or Foe

UCAÇELİK,

ŞAHAN

2023

International Journal of Educational Spectrum

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“…In the study that investigated Arabic teachers' perceptions of the effects of the practice of extensive reading (ER) on reading comprehension (RC) and vocabulary acquisition in the United Arab Emirates (UAE), Suk (2016) employed 30 minutes of ER instruction in his classes with Korean University students of English as a foreign language (L2), the results showed that (ER) positively impacted on L2 students' reading abilities and increased their vocabulary acquisition significantly. The study further revealed that a growing number of language teachers have begun to implement (ER) in their teaching to help their students improve their overall language proficiency (Aghar, Demirci, Houjeir, McMinn, and Ali Saif Alzaabi, 2023). It can be denoted that reading culture is a prerequisite to extensive reading because students cannot extensively read unless they have a strong reading cultural background.…”

Section: Importance Of Readingmentioning

confidence: 96%

“…The assertions mean that even students in higher education should adopt a culture of reading for academic success and personal development. Though most research on extensive reading has been conducted in English language settings, extensive reading can be a valuable approach to reading development in all languages, mainly through exposure to reading (Aghar, Demirci, Houjeir, McMinn, and Ali Saif Alzaabi, 2023). Furthermore, reading graded readers (GR) as part of an extensive reading program has also been proven beneficial in improving vocabulary, reading skills, and understanding of different cultures, as reported by both university faculty and students (Xie and Yeung, 2022;Kim, 2019).…”

Section: Importance Of Readingmentioning

confidence: 99%

The culture of reading for acquisition and learning of content knowledge for English language and literature in English in higher education

Ramolula,

Nkoane

2023

IJRBS

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This study aims to explore the culture of reading literary texts in higher education and the strategies that can enhance the acquisition and learning of the content knowledge for both English Language and Literature in English. The study adopted an interpretivist paradigm and qualitative research design. The study is qualitative in nature. Language in/for/with content and schema theories form the basis for the study. The former holds that language cannot be acquired outside content whilst schemata are stored mental structures that determine the acquisition of new knowledge; thus, literary content knowledge may not be acquired/learned outside linguistic and communicative competencies and vice versa. Data were collected from the relevant literature from the past six years. It was interpreted and analysed thematically. The results showed that students' habit of reading is poor which affects their academic performance. In addition, new technological devices make learning easier and more accessible, but it negatively affects students' ability to read authentic texts for information and entertainment. The study therefore concludes that university students do not read literary texts because of the bad use of information and communication technology. However, the use of digital libraries could improve the situation. The findings suggest that institutions of higher learning should have strategies to engage linguists and literary scholars in the habit of reading literary texts. University libraries should be equipped with relevant and updated digital reading materials.

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“…Although some studies have explored the perceptions of EFL learners, they have studied perceptions about the ER approach alone (Al Aghar et al, 2023;Pammu et al, 2022;Ateek, 2021;etc.). These studies have shown that learners believed the use of ER was of great benefit to them and they always preferred to be engaged in abundant free reading both inside and outside the classrooms.…”

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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Investigating Arabic teachers’ perceptions of extensive reading practices in higher education

Cited by 4 publications

References 39 publications

Online Extensive Reading: A Friend or Foe

Online Extensive Reading: A Friend or Foe

The culture of reading for acquisition and learning of content knowledge for English language and literature in English in higher education

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

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