Reading Communities: Developing Autonomy in an ESL Academic Reading Course

Literature-based instruction and language learner autonomy: A case study of a tertiary EFL reading course

“…In this course, two diagnostic surveys and one evaluative interview were conducted with each student to engage them in the design and continuous improvement of the course. Such teaching practice corroborates the advocacy of empowering students through offering them chances to make decisions on their learning (West, 2018). Also, this study gleaned evidence indicating that providing students with various platforms and chances to voice their opinions from their unique perspectives helped enhance learner autonomy, because the confidence gained in the process served as incentive for students to further and deeper engage with the learning.…”

“…Language learner autonomy, or 'a teaching/learning dynamic in which learners plan, implement, monitor and evaluate their own learning' (Little, 2022, p. 64), merits L2 teachers' attention for the purpose of achieving language learners' sustainable development. The existing body of literature foregrounds teachers' roles in strategy training (Aryanjam et al, 2021), learner empowerment (West, 2018), and peer collaboration (Tseng et al, 2020) in the development of language learner autonomy. Drawing on the accumulated evidence from previous studies and discussion, along with the findings from the English as a foreign language (EFL) reading course under focus, the current study aims to delve into pedagogical details and formulate some principles for L2 practitioners to implement literature-based instruction with the vision of enhancing language learner autonomy.…”

Ortaöğretim İngilizce Ders Kitaplarındaki Metinlerin Okunabilirlik Düzeylerinin İncelenmesi

“…Okuma yalnızca harflerin seslendirilmesi ve sembollerin anlamlı hale getirilmesi değil, okuyucunun zihinsel faaliyetler yardımıyla metinle etkileşime geçerek kişisel bir görüşe ulaştığı bir anlam oluşturma süreci, esnek bir aktivite ve çok yönlü bir uğraş olarak görülmektedir (Benbellal, 2020;DeCarvalho, 1984;Farr vd., 1990;He, 2008;Goodman, 1988;Moreillon, 2007;Shanahan vd., 2010;Watson vd., 2012). Özellikle yabancı dil olarak İngilizce öğreniminde okuma çeşitli becerilerden ve bileşenlerden oluşan, yavaş gelişen ve kapsamlı pratik gerektiren karmaşık bir süreçtir (Graesser, 2007;West, 2017).…”

“…Okuma, yabancı dil olarak İngilizce öğrenenler için en önemli beceridir (Carrell, 1989;Miller vd., 2014;Nosrati, 2015;West, 2017). Aynı zamanda yeni bilgi edinmenin birincil yollarından biri olduğu için de akademik başarının ve hayat boyu öğrenmenin merkezi konumundadır (Clemens vd., 2021;Hulme & Snowling, 2012;Krokou, 2022;Larson, 2009;Ranjbaran & Alavi, 2017;Zarrati vd., 2014).…”