A Study of the Implicit Reading Beliefs of a Cohort of College EFL Readers and Their Responses to Narrative Text

Autor/in	Ghaith, Ghazi
Titel	A Study of the Implicit Reading Beliefs of a Cohort of College EFL Readers and Their Responses to Narrative Text
Quelle	In: Reading Psychology, 42 (2021) 4, S.435-453 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghaith, Ghazi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1913461
Schlagwörter	Reading Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Undergraduate Students; Reading Instruction; Introductory Courses; Attitude Measures; Teaching Methods; Correlation; Reading Comprehension; College Students; Reader Response; Methods Courses; Foreign Countries; Language of Instruction; Institutional Characteristics; Teacher Education; Middle East + Suchen Sie Ihr Suchwort? Reading behavior; Rading behaviour; Leseverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Leseverstehen; Collegestudent; Leserbrief; Methodisch-didaktische Anleitung; Ausland; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Vorderasien
Abstract	This study investigates the implicit reading beliefs (RBs) of a cohort of diverse English-as-a foreign language (EFL) undergraduate university students and their responses to a narrative text. Sixty-two (n = 62) students enrolled in an introductory reading education course participated in the study. The participants completed a demographic questionnaire and a modified version of the Schraw and Bruning Reader Belief Inventory (RBI). In addition, they read and responded to a narrative text. Descriptive statistics (means, standard deviations, frequencies, percentages, mean rank order) were computed as well as theme coding analysis and a Factorial Multivariate Analysis of Variance (MANOVA) test was conducted to address the study questions. Results indicate that the study participants hold dichotomous as well as less contrasting transmission and transaction RB beliefs. Likewise, they tend to read in a balanced way that reflects combination of text-based, critical evaluation, and personal reaction responses to narrative reading. Conceptual, and pedagogical implications and suggestions for further research into the formation of reading implicit beliefs and their interplay with the comprehension of texts of various types and difficulty levels are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01