Agency and Accountability in the Academic Reading of International Graduate Students Using English as an Additional Language

Autor/in	Altalouli, Mahmoud
Titel	Agency and Accountability in the Academic Reading of International Graduate Students Using English as an Additional Language
Quelle	In: Journal of International Students, 11 (2021) 4, S.932-949 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Accountability; Graduate Students; Foreign Students; Reading Comprehension; Personal Autonomy; Decision Making; Grounded Theory; English for Academic Purposes; English (Second Language); Second Language Learning; Student Attitudes; Asians; College Faculty; Teacher Attitudes; Course Descriptions; Reading Strategies; Linguistic Theory; Language of Instruction + Suchen Sie Ihr Suchwort? Verantwortung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leseverstehen; Individuelle Autonomie; Decision-making; Entscheidungsfindung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Fakultät; Lehrerverhalten; Kursstrukturplan; Reading strategy; Leselernstufe; Lesetechnik; Linguistische Theorie; Teaching language; Unterrichtssprache
Abstract	This grounded theory study explores the academic English reading practices of six English-as-an-additional-language students from China and Japan in a graduate course in their first semester at a U.S. university. Academic reading is an understudied yet foundational literacy practice for graduate students. Data include classroom observations of the graduate course during one semester, individual interviews with six students and the course instructor, and the collection of documents. Drawing on the analytic lenses of agency and accountability, the findings show that while the requirements established by the instructor and syllabus explicitly or implicitly held students accountable for the work, students also responded strategically to the course's accountability structure. They agentively made choices about how to engage with the readings in terms of the purposes for which they read and how much time they spent on the readings. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01