Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559776
Title: Constructing understanding around text : investigating EFL reading as a social practice
Author: Shaik-Abdullah, Sarimah
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2005
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Abstract:
This thesis describes a study that was carried out in response to the question, "how do I encourage active reading behaviour among a group of less successful L2 readers?" I focus on talk around text as an alternative to the traditional classroom reading practices. I chose action research approach because it provided a context for achieving the following aims: to gain an understanding of the L2 readers' difficulties in constructing understanding; to implement and evaluate talk around text; and to reflect on my own teaching practice with a view to creating opportunities for students' engagement in meaningful reading activities. Throughout the study, I monitored the intervention activities and made amendments for the subsequent cycles by examining the data available from observational field notes, audiorecorded reading activities, student evaluation of the activities (by means of interviews, informal conversations, written comments, questionnaire) and the evaluation meetings with my critical friends. Data analysis showed that the unsuccessful L2 readers were able to solve problems and engage in rich discussions about what they had read when they were provided with the opportunity to talk around text. Further, implementing change meant that I had to examine and overcome the contradictions that existed between my belief about learning and my classroom practice. In this thesis, I discuss my attempts to overcome the contradictions and I critically reflect on the opportunities and challenges associated with my attempt to change. Future research activities should consider issues beyond classroom practice that may inhibit teachers and students from exercising change. Implementing change on classroom practice alone will not be sufficient without considering ways to influence change in the wider educational community.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.559776  DOI: Not available
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