Learning Strategies in Literature-Based Instruction: A Qualitative Study of Jordanian University Students

Abstract

This study examines the learning strategies used by eight Jordanian university students during literature-based instruction. It extends the rather extensive research on the learning strategies by foreign language learners from diverse language backgrounds. Even though the research design is essentially qualitative, in which observation is the basic instrument used, triangulation was achieved through the use of a set of other instruments including a pre-/post test, interview, journal writing and role-play evaluation of oral proficiency. The findings revealed that the participants use three major types of strategies: cognitive, social and effective. Cognitive strategies were subdivided into critical thinking and creative writing and social and affective strategies into cooperative learning and self-confidence, respectively.

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

“…Many EFL teachers, supervisors and other practitioners report that the majority of Jordanian students have problems in English, particularly in vocabulary and reading comprehension. Research findings also report that Jordanian EFL learners' vocabulary repertoire is very limited (e.g., Al-Damiree and Bataineh, 2016; Alkhawaldeh, 2011) and, consequently, their reading comprehension ability is in dire need for improvement (e.g., Al-Barakat & Bataineh, 2008;Al-Rabadi & Bataineh, 2015;Bataineh & Al-Barakat, 2005;Bataineh & Alqatanani, 2017;Bataineh, Al-Rabadi, & Smadi, 2013;Bataineh & Al-Shorman, 2005;Bataineh & Zghoul, 2006).…”

Learner’s Attitude towards Effectiveness of Teaching Methodologies and Challenges of Foreign Language Learning in Jordan

“…Al- Rabadi and Bataineh (2015), on the other hand, focused on the common learning strategies among Jordanian university students. Specific focus was provided on the literature-based instructions for foreign language learners.…”

“…Teaching strategies are based on different patterns and theories such as the learning theory, which is classified into three categories including affective, cognitive, and behavioral theories (Hamzeh 2014, 331). Al- Rabadi and Bataineh (2015) extended the idea and identified different language learning strategies under three main domains. For instance, in the cognitive domain, language-learning abilities, e.g., creative writing and critical thinking are focused as they help students to develop their problemsolving abilities.…”

How effective is Thinking Maps® instruction in improving Jordanian EFL learners’ creative reading skills?

“…Even though reading is a key skill in English as a foreign language (EFL) curricula, Jordanian students, like others around the world (Pressley & Allington, ; Rapp, Van den Broek, McMaster, Kendeou, & Espin, ), struggle not only with reading (Al‐Damiree & Bataineh, ; Al Odwan, ; Amer & Khouzam, ; Bataineh & Al‐Barakat, ) but also with other language skills (Al‐Rabadi & Bataineh, ; Bataineh, ; Bataineh & Zghoul, ). Hence, the past few years have witnessed increased interest in seeking alternative instructional practices to develop learners’ reading comprehension in particular and language skills in general.…”

“…Hence, the past few years have witnessed increased interest in seeking alternative instructional practices to develop learners’ reading comprehension in particular and language skills in general. Most recently, Al‐Damiree and Bataineh () reported positive effects of vocabulary knowledge and syntactic awareness on reading comprehension, as have a plethora of studies on the other language skills (e.g., Al‐Rabadi & Bataineh, ; Bani Younis & Bataineh, ; Bataineh, Al‐Rabadi, & Smadi, ; Bataineh & Bani Younis, ; Bataineh & Obeiah, ; Obeiah & Bataineh, ).…”