The Impact of a Web-Based Leveled Reading Program on Arabic Language Learners' Reading Experiences

Autor/in	Hammad, Mahbuba
Titel	The Impact of a Web-Based Leveled Reading Program on Arabic Language Learners' Reading Experiences
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.413-432 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hammad, Mahbuba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12395
Schlagwörter	Reading Programs; Semitic Languages; Second Language Learning; Second Language Instruction; Reading Processes; Student Attitudes; Cultural Awareness; Course Content; Comparative Analysis; Teaching Methods; Web Based Instruction; Outcomes of Education; Reading Instruction; Heritage Education; Native Language Instruction; Reading Skills + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseprozess; Schülerverhalten; Cultural identity; Kulturelle Identität; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Lernleistung; Schulerfolg; Leseunterricht; Native language education; Muttersprachlicher Unterricht; Reading skill; Lesefertigkeit
Abstract	This study investigated the reading experiences of Arabic language learners who were introduced to the ALDAAD Web-based leveled reading program compared to the experiences of students who followed their school's mainstream Arabic reading curriculum. It focused on ACTFL's number one research priority area: integration of language, culture, and content. Students' perceptions coalesced around four different dimensions: (a) affective attitude (positive/negative), (b) engagement (student-centered, instructor-centered), (c) satisfaction, and (d) access (facilitated/restricted). The research findings present a significant difference in the reading experiences of students who used the ALDAAD program compared to the experiences of those who were exposed to the mainstream reading curriculum at their school. The study presents a number of pedagogical implications pertaining to second language, heritage, and native speakers of Arabic. Recommendations are presented on how to best address the reading needs of emerging Arabic readers and the concept of building a positive social-sharing aspect to reading in Arabic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01