Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.693240
Title: Understanding academic reading experiences and shifts in reading strategies within a sociocultural context : a case study of Malaysian undergraduates in a British University
Author: Jawing, Esther
ISNI:       0000 0004 5921 9744
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2016
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Abstract:
Research into L2 reading is well developed. Most of this research, however, views reading within a cognitive and linguistic theoretical framework. It may be argued, however, that an understanding of the reading process can no longer be achieved if restricted to linguistic and cognitive activities. This thesis attempts to draw on sociocultural perspectives to describe ESL academic reading development. A longitudinal approach is adopted to explore the perceptions and experiences of academic reading of a group of Malaysian undergraduates studying in a British university over a period of two academic years. Using multiple case study design and phenomenography as guiding principles, data collection methods include individual interviews and reading diaries. This research has been conducted in a university in the United Kingdom with five male and six female Malaysian undergraduates. All the participants were fluent English as a Second Language (ESL) speakers. Data were analysed based on phenomenographic and thematic analysis principles, using qualitative data processing software, Nvivo10. The findings suggest that these participants’ perceptions of academic reading are influenced by their perceptions of the role of English in the UK, by the complexity of the texts they read and by their lack of academic language proficiency. Their reading strategies consist of support, cognitive and metacognitive strategies. The dynamic nature of their reading strategies is characterised by their reading strategy reinvention and reading strategy adjustments, influenced by a range of text and reader factors. Text factors include the linguistic features in discipline-specific texts and the text medium. Reader factors include motivation and background knowledge. This research has made a contribution to the understanding of the sociocultural elements that influence ESL academic reading development in the UK.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.693240  DOI: Not available
Keywords: LB Theory and practice of education
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