Going the Extra Miles in a Reading Lesson: Insights from a Thai EFL Classroom

Autor/in	Apairach, Sirawit
Titel	Going the Extra Miles in a Reading Lesson: Insights from a Thai EFL Classroom
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 1, S.320-338 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Foreign Countries; Reading Instruction; English (Second Language); Second Language Instruction; Critical Reading; Reading Ability; College Freshmen; Student Attitudes; Public Colleges; Critical Literacy; Thailand + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kritisches Lesen; Reading competence; Lesekompetenz; Studienanfänger; Schülerverhalten
Abstract	With the rise of the digital age and social media in the 21st century, our language learners as readers are constantly exposed to a surge of textual information daily. Inevitably, there has been a pressing need for language teachers, particularly in the EFL context, to consider higher-level comprehension and reading skills that help prepare their students for such an influx of information. This classroom-based study aimed to investigate students' perception of: (1) critical reading abilities; and (2) critical literacy practice implemented in a reading lesson. The participants were 32 first-year students who studied an English foundation course at a public university in Thailand. The data were collected by means of a questionnaire and focus group interviews. Using descriptive statistics and descriptive narrative, findings revealed positive overall performance and active engagement in the lesson, while language difficulty and concerns over the abilities to read between the lines were reported. The focus group interviews reported significant engagement in the lesson. Critical reading skills and classroom discussion were found to be valuable. Critical literacy practice appeared to contribute to the participants' positive take on learning about multiple perspectives in classroom discussion. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01