Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching

Nguyen, Nhung Cam

doi:10.24815/siele.v9i3.24849

Cited by 4 publications

(7 citation statements)

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“…Shumaila and Khan (2021) designed an experimental study on 110 school students from Pakistan and concluded that the students' attitudes towards reading improved through extensive reading. In Vietnam, in contrast to a great number of research on ER's effects on skills and abilities (Nguyen, 2021;Nguyen, 2022;Pham & Duong, 2020;Truong, 2018), there seems a paucity in comprehensive analysis of how students' reading attitudes can be altered by the ER approach. Day and Bamford (2002) propose the ten principles of extensive reading, which serve as guidelines for the effective implementation of ER programs (Figure 2).…”

Section: Extensive Reading and Reading Attitudesmentioning

confidence: 99%

“…Extensive reading, a pedagogical approach that encourages students to read extensively for pleasure and overall comprehension (Ali et al, 2022), has been widely recognised in the literature for its potential to enhance various aspects of language learning and promote learner autonomy (Nation, 2005;Waring, 2006). While existing research on extensive reading in Vietnam has primarily focused on measuring vocabulary gain, reading fluency, and motivation (Nguyen, 2021;Nguyen, 2022;Pham & Duong, 2020;Truong, 2018), there is a gap in the literature concerning the comprehensive transformation in Vietnamese students' reading attitudes, especially ones that based on a three-component model for attitude analysis. Therefore, this research sought to fill this gap by employing the tri-component model encompassing cognitive, conative, and affective dimensions (Mathewson, 1994) to investigate the multiple facets of English reading attitudes.…”

Section: Introductionmentioning

confidence: 99%

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Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Nguyen,

Nguyen

2023

VJE

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Whether or not extensive reading transforms Vietnamese university students’ attitudes towards reading using a tri-component analysis model is an uncharted area. This study delved into the reading attitudes of English majors concerning their cognitive, conative, and affective dimensions through a two-month extensive reading (ER) project. Participants were composed of 26 first-year students at a large urban university in Vietnam. Research instruments included a pre-project questionnaire, a post-project questionnaire and book records. The findings revealed a positive change in the students’ reading attitudes, characterized by reinforced belief in the benefits of reading, heightened positive feelings, and an increased intent to read. Recommendations for practice and further research were provided and discussed.

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Section: Extensive Reading and Reading Attitudesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Nguyen,

Nguyen

2023

VJE

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“…The concept of learner engagement has gained increasing attention in educational literature in recent years. Relied on educational psychology, learner engagement reflects learners' behavior and their psychological relationships with education or established learning [72]. Learner engagement is also defined as learners' attention, interest, and selfconfidence during learning or receiving instruction.…”

Section: Learner Engagementmentioning

confidence: 99%

“…Empirical studies revealed a positive correlation between learners' engagement and academic performance and achievement [31,72,81], and learners who involve actively in tasks planned by educational institutions advantage more than those who do not do as much [35,51,72]. Accordingly, Kidwell [49] asserted that "If students are not engaged in the learning process, all the testing, data analysis, teacher meetings and instructional minutes will not motivate students to learn" (p. 30).…”

Section: Learner Engagementmentioning

confidence: 99%

EFL learners’ engagement in online learning context: development and validation of potential measurement inventory

Abbasi

Ghamoushi

Zenouzagh

2023

Univ Access Inf Soc

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Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners’ engagement in the online learning context and make principled decisions when it comes to learners' engagement.

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“…In contrast to its material availability and positive outcomes, using a subscription-based LMS may not be feasible for some educational contexts due to financial concerns. Therefore, some ERO programs used open-access reading materials, generally providing short stories and news articles (e.g., Bui & Macalister, 2021;Nhung, 2022;Pongsatornpipat, 2022). Nhung (2022) conducted an ERO study in Vietnam and explored 87 university learners' views of ERO.…”

Section: Introduction 11 Extensive Reading and Extensive Reading Onlinementioning

confidence: 99%

Technology Meets Extensive Reading: Design of a Blended Extensive Reading Program in an English as a Foreign Language Context

Tosun,

KURU GÖNEN

2024

RTECONF

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Extensive reading (ER) is of great value in fostering language competence and nurturing a lifelong enthusiasm for reading in a foreign/second language (L2). The ER research has begun to follow an innovative path to address the evolution of learner profiles in the age of technology transformed into the digital realm. To integrate technology into ER and enhance L2 learners’ reading experiences, this study was designed to provide a systematic ER program integrated with blended learning for tertiary level English as a foreign language (EFL) learners. Rooted in the core of ER principles and an EFL context’s features, the program of this study, the blended ER program, aimed at encouraging learners to read various types of digital texts within their interests and current proficiency levels. Considering the ER and blended learning research, the blended ER program’s design used the advantages of online and face-to-face learning components. The online component of this program included digital reading materials and learning management systems (LMSs), Google Classroom and Padlet, to provide learners with a virtual library with open-access digital reading resources and a virtual reading log. The program’s face-to-face learning component involved weekly meetings where learners shared their reading experiences through follow-up ER tasks. This study presents the details of the blended ER program regarding the participants’ ideas. EFL learners’ reactions to the blended ER program led to the conclusion that the program offered myriad opportunities to enhance L2 reading experiences. The study proposes suggestions for effectively integrating a blended ER program into EFL contexts.

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Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching

Cited by 4 publications

References 20 publications

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

EFL learners’ engagement in online learning context: development and validation of potential measurement inventory

Technology Meets Extensive Reading: Design of a Blended Extensive Reading Program in an English as a Foreign Language Context

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