Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

Autor/inn/en	Bhooth, Abdullah Mohammad; Azman, Hazita; Ismail, Kemboja
Titel	Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework
Quelle	In: TESOL Journal, 6 (2015) 3, S.418-446 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.148
Schlagwörter	English (Second Language); Second Language Learning; Foreign Countries; Second Language Instruction; Qualitative Research; Statistical Analysis; Questionnaires; Semi Structured Interviews; Vocabulary Development; Sentence Structure; Multiple Literacies; Student Attitudes; Reading Strategies; Reading Ability; College Students; Teaching Methods; Literacy Education; Universities; Yemen + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Fremdsprachenunterricht; Qualitative Forschung; Statistische Analyse; Fragebogen; Wortschatzarbeit; Satzbau; Satzstruktur; Schülerverhalten; Reading strategy; Leselernstufe; Lesetechnik; Reading competence; Lesekompetenz; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Jemen
Abstract	This article investigates the reading practices of 45 EFL Yemeni students using the "learning by design" framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01