Research Article
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Bring the Action! Involving Technical Preparatory Students in EFL Reading Classes: An Action Research Study

Year 2017, , 171 - 189, 25.09.2017
https://doi.org/10.32601/ejal.460986

Abstract








During my two-year teaching experience in a university setting one of the biggest problems I faced was to
motivate my students at a private (mostly) technical university for the reading classes. It is an
undeniable fact that reading classes require EFL learners to have enough skill, confidence, and
motivation. However, this requirement is hard to be fulfilled especially for many EFL technical students
because their exposure to English is very limited and they have difficulty in meeting some necessary
requirements of reading such as critical thinking and use of some strategies and techniques.
Consequently, the action research was conducted to involve my technical preparatory students in EFL
reading classes. Through this study, I also aimed to develop a deeper and better understanding of my
teaching and grow professionally. The question guiding this study was: What happens to my students‟
attitudes towards reading classes when I integrate visuals, hands-on activities, and competitions into my
lessons? After planning the procedures, the action research process involved a pre-test, 4-week
intervention, and a post- test to measure the improvement. The statistical data did not show any
significant difference in their achievement, but qualitative data taken from observation, field notes, and
interviews revealed that integration of visuals and interactive activities into reading classes motivated
the students and engaged them more in the classes. 




References

  • Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal (62)2,139–47.
  • Biesta, G. J. J., & N. C. Burbules. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield
  • Blickenstaff, J., Hallquist, E., & Kopel, K. (2013). The effects of reading strategies in comprehension for elementary age learners. Retrieved from: http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=maed
  • Brinton, D.M. (2001). The use of media in language teaching. In M. Celce-Murcia (Eds.), Teaching English as a second or foreign language (pp.459-475). Boston: Heinle and Heinle.
  • Cadena, C. M. Z. (2006). Effectiveness of reading strategies and improving comprehension in young ESL readers (Master‟s Thesis, Universidad del Norte, Barranquilla.) Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/718/45686016.pdf;jsessi onid=FD7D698A112EB371940F6D8DBAEAADAB?sequence=1.
  • Carney, R.N, & Levin, J.R. (2002). Pictorial illustrations still improve students‟ learning from text. Educational Psychology Review,14(1), 5-26.
  • Castillo, A. I., & Bonilla, J. S. (2014). Building up autonomy through reading strategies. PROFILE Issues in Teachers‟ Professional Development, 16(2), 67-85. doi: https://doi.org/10.15446/profile.v16n2.39904.
  • Chou, C. H., Wang, S., & Ching, G. S. (2012). Balanced reading instructions: An action research on elementary cram school students. International Journal of Research Studies in Language Learning, 1(1), 3-20.
  • Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26(1), 116-131.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System 31(3), 349- 365.
  • Durkin, D., (1993). Teaching them to read (6th ed). Boston, MA: Allyn & Bacon.
  • Edwards, E., & Burns, A. (2016). Language teacher action research: achieving sustainability. ELT Journal, 70(1), 6-15. doi:10.1093/elt/ccv060.
  • Farrel, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum. Gambrell, L., Block, C. C., & Pressley, M. (2002). Improving comprehension instruction. Newark, DE: Jossey-Bass.
  • Goodnough, K. (2011). Examining the long-term impact of collaborative action research on teacher identity and practice: the perceptions of K-12 teachers. Educational Action Research 19(1), 73–86.
  • Gordon, E., & Gillespie, W. (2006). Competition in political pcience pedagogy. Academic Exchange Quarterly, 10(4), 1-6.
  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education.
  • Guthrie, J., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
  • İçmez, S. (2009). Motivation and critical reading in EFL classrooms: a case of ELT preparatory students. Journal of Theory and Practice in Education, 5(2), 123-147.
  • Kayaoglu, M. N. (2015). Teacher researchers in action research in a heavily centralized education system. Educational Action Research, (23)2, 140-161. doi:10.1080/09650792.2014.997260
  • Knoll, C. L. (2000). The relationship between motivation and reading comprehension. (Master‟s Thesis). Retrieved from http://scholarworks.gvsu.edu/theses/497/?utm_source=scholarw orks.gvsu.edu%2Ftheses%2F497&utm_medium=PDF&utm_campaign=PDFCoverPages
  • Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia- Social and Behavioral Sciences, 70, 709 – 714.
  • Levine, A., Ferenz, O., & Reves, T. (2000). EFL academic reading and modern technology: how can we turn our students into independent critical readers?. The Electronic Journal for English as a Second Language, 4(4). Retrieved from http://www.teslej.org/wordpress/issu es/volume4/ej16/ej16a1/
  • Morgan, R., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation?. Exceptional Children, 73(2), 165-183.
  • Ness, M. K. (2009). Reading comprehension strategies in secondary content area classrooms: teacher use of and attitudes towards reading comprehension instruction. Reading Horizons, (49)2, 57-85.
  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford, UK: Heinemann.
  • Pachtman, A. B., & Wilson, K. A. (2006). What do the kids think?. The Reading Teacher, 59(7), 680-684.
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Australia: Allen & Unwin.
  • Seider, S. N. & Lemma, P. (2004). Perceived effects of action research on teachers‟ professional efficacy, inquiry mindsets and the support they received while conducting projects to intervene into student learning. Educational Action Research, 12(2), 219–38.
  • Shen, M. Y. (2013). Toward an understanding of technical university EFL learners‟ academic reading difficulties, strategies, and needs. Electric Journal of Foreign Language Teaching, 10(1), 70-79.
  • Shen, M. Y., & Huang, Y. K. (2002). Collaborative action research for reading strategy instruction: A case in Taiwan. Electronic Journal of Foreign Language Teaching, 4(1), 108-121.
  • Song, M­J. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41–54.
  • Wyatt, M. (2011). Teachers researching their own practice. ELT Journal 65(4), 417–25.
  • Yunus, M. M., Salehi, H., & John, D. S. A. (2013). Using visual aids as a motivational tool in enhancing students‟ interest in reading literary texts. Recent Advances in Educational Technologies, 114-117. Retrieved from http://arxiv.org/ftp/arxiv/papers/1305/1305.6360.p df
Year 2017, , 171 - 189, 25.09.2017
https://doi.org/10.32601/ejal.460986

Abstract

References

  • Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal (62)2,139–47.
  • Biesta, G. J. J., & N. C. Burbules. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield
  • Blickenstaff, J., Hallquist, E., & Kopel, K. (2013). The effects of reading strategies in comprehension for elementary age learners. Retrieved from: http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=maed
  • Brinton, D.M. (2001). The use of media in language teaching. In M. Celce-Murcia (Eds.), Teaching English as a second or foreign language (pp.459-475). Boston: Heinle and Heinle.
  • Cadena, C. M. Z. (2006). Effectiveness of reading strategies and improving comprehension in young ESL readers (Master‟s Thesis, Universidad del Norte, Barranquilla.) Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/718/45686016.pdf;jsessi onid=FD7D698A112EB371940F6D8DBAEAADAB?sequence=1.
  • Carney, R.N, & Levin, J.R. (2002). Pictorial illustrations still improve students‟ learning from text. Educational Psychology Review,14(1), 5-26.
  • Castillo, A. I., & Bonilla, J. S. (2014). Building up autonomy through reading strategies. PROFILE Issues in Teachers‟ Professional Development, 16(2), 67-85. doi: https://doi.org/10.15446/profile.v16n2.39904.
  • Chou, C. H., Wang, S., & Ching, G. S. (2012). Balanced reading instructions: An action research on elementary cram school students. International Journal of Research Studies in Language Learning, 1(1), 3-20.
  • Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26(1), 116-131.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System 31(3), 349- 365.
  • Durkin, D., (1993). Teaching them to read (6th ed). Boston, MA: Allyn & Bacon.
  • Edwards, E., & Burns, A. (2016). Language teacher action research: achieving sustainability. ELT Journal, 70(1), 6-15. doi:10.1093/elt/ccv060.
  • Farrel, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum. Gambrell, L., Block, C. C., & Pressley, M. (2002). Improving comprehension instruction. Newark, DE: Jossey-Bass.
  • Goodnough, K. (2011). Examining the long-term impact of collaborative action research on teacher identity and practice: the perceptions of K-12 teachers. Educational Action Research 19(1), 73–86.
  • Gordon, E., & Gillespie, W. (2006). Competition in political pcience pedagogy. Academic Exchange Quarterly, 10(4), 1-6.
  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education.
  • Guthrie, J., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
  • İçmez, S. (2009). Motivation and critical reading in EFL classrooms: a case of ELT preparatory students. Journal of Theory and Practice in Education, 5(2), 123-147.
  • Kayaoglu, M. N. (2015). Teacher researchers in action research in a heavily centralized education system. Educational Action Research, (23)2, 140-161. doi:10.1080/09650792.2014.997260
  • Knoll, C. L. (2000). The relationship between motivation and reading comprehension. (Master‟s Thesis). Retrieved from http://scholarworks.gvsu.edu/theses/497/?utm_source=scholarw orks.gvsu.edu%2Ftheses%2F497&utm_medium=PDF&utm_campaign=PDFCoverPages
  • Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia- Social and Behavioral Sciences, 70, 709 – 714.
  • Levine, A., Ferenz, O., & Reves, T. (2000). EFL academic reading and modern technology: how can we turn our students into independent critical readers?. The Electronic Journal for English as a Second Language, 4(4). Retrieved from http://www.teslej.org/wordpress/issu es/volume4/ej16/ej16a1/
  • Morgan, R., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation?. Exceptional Children, 73(2), 165-183.
  • Ness, M. K. (2009). Reading comprehension strategies in secondary content area classrooms: teacher use of and attitudes towards reading comprehension instruction. Reading Horizons, (49)2, 57-85.
  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford, UK: Heinemann.
  • Pachtman, A. B., & Wilson, K. A. (2006). What do the kids think?. The Reading Teacher, 59(7), 680-684.
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Australia: Allen & Unwin.
  • Seider, S. N. & Lemma, P. (2004). Perceived effects of action research on teachers‟ professional efficacy, inquiry mindsets and the support they received while conducting projects to intervene into student learning. Educational Action Research, 12(2), 219–38.
  • Shen, M. Y. (2013). Toward an understanding of technical university EFL learners‟ academic reading difficulties, strategies, and needs. Electric Journal of Foreign Language Teaching, 10(1), 70-79.
  • Shen, M. Y., & Huang, Y. K. (2002). Collaborative action research for reading strategy instruction: A case in Taiwan. Electronic Journal of Foreign Language Teaching, 4(1), 108-121.
  • Song, M­J. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41–54.
  • Wyatt, M. (2011). Teachers researching their own practice. ELT Journal 65(4), 417–25.
  • Yunus, M. M., Salehi, H., & John, D. S. A. (2013). Using visual aids as a motivational tool in enhancing students‟ interest in reading literary texts. Recent Advances in Educational Technologies, 114-117. Retrieved from http://arxiv.org/ftp/arxiv/papers/1305/1305.6360.p df
There are 35 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gizem Akçor This is me

Publication Date September 25, 2017
Published in Issue Year 2017

Cite

APA Akçor, G. (2017). Bring the Action! Involving Technical Preparatory Students in EFL Reading Classes: An Action Research Study. Eurasian Journal of Applied Linguistics, 3(2), 171-189. https://doi.org/10.32601/ejal.460986