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

Year 2017, , 171 - 189, 25.09.2017

Gizem Akçor

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. 

Keywords

Action research, reading, EFL, motivation

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