Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
<p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the...
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PE English Thangam Raja Gopal Examining the utilisation of Extensive Reading from the perspective of ESL students reader response |
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<p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the mediocre and low proficiency ESL</p><p>students based on the Reader Response Approach, the outcome of using Reader</p><p>Response Approach in the Extensive Reading Programme and the experiences of the</p><p>ESL students towards the Extensive Reading Programme. The study was conducted</p><p>for a duration of three months in a secondary school in Teluk Intan. The participants</p><p>of this study included an ESL teacher and six Form 4 students, comprising three</p><p>females and three males. The researcher documented data through four sources:</p><p>classroom observations, interviews with the teacher and students, response journals</p><p>and examination marks. Findings indicated that the Extensive Reading Programme</p><p>and the use of Reader Response Approach not only enabled the students to come up</p><p>with various statements but also benefited in their language development. The findings</p><p>of the study suggests that Extensive Reading Programme and Reader Response should</p><p>be a part of the curriculum in Malaysian secondary schools as they help in improving</p><p>students language proficiency. The study proposes a guideline for the implementation</p><p>of an Extensive Reading Programme and Reader Response in the language classroom</p><p>which can be adopted by the ESL educators.</p> |
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Thangam Raja Gopal |
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Thangam Raja Gopal |
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Examining the utilisation of Extensive Reading from the perspective of ESL students reader response |
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Examining the utilisation of Extensive Reading from the perspective of ESL students reader response |
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Examining the utilisation of Extensive Reading from the perspective of ESL students reader response |
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Examining the utilisation of Extensive Reading from the perspective of ESL students reader response |
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examining the utilisation of extensive reading from the perspective of esl students reader response |
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Universiti Pendidikan Sultan Idris |
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Fakulti Bahasa dan Komunikasi |
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oai:ir.upsi.edu.my:92712023-08-04 Examining the utilisation of Extensive Reading from the perspective of ESL students reader response 2022 Thangam Raja Gopal PE English <p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the mediocre and low proficiency ESL</p><p>students based on the Reader Response Approach, the outcome of using Reader</p><p>Response Approach in the Extensive Reading Programme and the experiences of the</p><p>ESL students towards the Extensive Reading Programme. The study was conducted</p><p>for a duration of three months in a secondary school in Teluk Intan. The participants</p><p>of this study included an ESL teacher and six Form 4 students, comprising three</p><p>females and three males. The researcher documented data through four sources:</p><p>classroom observations, interviews with the teacher and students, response journals</p><p>and examination marks. Findings indicated that the Extensive Reading Programme</p><p>and the use of Reader Response Approach not only enabled the students to come up</p><p>with various statements but also benefited in their language development. The findings</p><p>of the study suggests that Extensive Reading Programme and Reader Response should</p><p>be a part of the curriculum in Malaysian secondary schools as they help in improving</p><p>students language proficiency. The study proposes a guideline for the implementation</p><p>of an Extensive Reading Programme and Reader Response in the language classroom</p><p>which can be adopted by the ESL educators.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9271 https://ir.upsi.edu.my/detailsg.php?det=9271 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Achoui, Sana. (2019). Critical Reading Strategies Among English Literature Students at a Malayasian Institute of Higher Learning. (n.d.). http://studentrepo.iium.edu.my/handle/123456789/9451</p><p>Afflerbach, P., Cho, B.Y., Kim, J.Y., Crassas, M. E., & Doyle, B. (2013). Reading: What Else Matters Besides Strategies and Skills? Reading Teacher, 66(6).</p><p>Ahmed, S. (2016). Reading habits and attitudes of UMSKAL undergraduates. International Journal of Applied Linguistics and English Literature, 5(2), 189-201.</p><p>Aka, N. (2019). 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