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

Ali, Zulfiquar; Palpanadan, Sarala Thulasi; Asad, Muhammad Mujtaba; Churi, Prathamesh; Namaziandost, Ehsan

doi:10.1186/s40862-022-00155-4

Cited by 15 publications

(11 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From another perspective, Mezirow (1998) defined two levels of reflective action: the lower or less critical level and the higher and more critical level. The second level, a higher and more critical level of reflection, is the basis of deep learning and successful achievement in learners' assessments (Ali et al, 2022;Namaziandost, Heydarnejad, Rahmani Doqaruni, & Aziai, 2022;Schön, 1983).…”

Section: Reflective Thinking (Rt)mentioning

confidence: 99%

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

et al. 2023

View full text Add to dashboard Cite

Self-assessment and reflective thinking (RT) can arm learners to monitor and evaluate their learning progress. Despite the long history of the core of self-assessment (CSA) and RT, little is known about how they may contribute to learner enjoyment (LE) and learner immunity (LI). Therefore, the current research attempted to propose a model to depict the interplay among CSA, RT, LE, and LI. To this end, the Core of Self-Assessment Questionnaire (CSAQ), Reflective Thinking Questionnaire (RTQ), Foreign Language Enjoyment Scale (FLES), and Language Student Immunity Instrument (LSIS) were administered to 518 Iranian EFL university students. The results of confirmatory factor analysis (CFA) and structural equation modeling (SEM) indicated that EFL university students with higher levels of CSA and RT skills experienced more enjoyment and were immunized productively. Furthermore, the critical role of RT in CSA was discovered. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and RT practices in educational programs.

show abstract

Section: Reflective Thinking (Rt)mentioning

confidence: 99%

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

et al. 2023

View full text Add to dashboard Cite

show abstract

“…It was also oriented to improve individual skills [71] and contribute to human resource practice [72], such as teaching creativity [73][74][75]. Practical training is one of the interventions that can encourage improvements in teaching creativity [76] and thinking skills [77][78][79][80]. Good training management leads to practical training and encourages teachers' teaching creativity.…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

Tamsah

Yusriadi

Hasbi

et al. 2023

Education Research International

View full text Add to dashboard Cite

The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.

show abstract

“…The prescribed books of the various majors are in English, so reading plays a major role in the academic life of a Pakistani student (Sadia et al, 2021). However, exposure to reading in Pakistani classrooms is very low as the IR approach is predominantly used in the classrooms while the ER approach is not encouraged by the teachers (Ali et al, 2022). Hence, the reading skills and reading habits of Pakistani students are very poor (Amin and Bakhsh, 2021).…”

Section: Introductionmentioning

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

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.

show abstract

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

Cited by 15 publications

References 55 publications

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

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

Contact Info

Product

Resources

About