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- W50484944 abstract "This study examines the link between an interactive pedagogical approach anduniversity students‘ engagement in second language reading. Recognizing theimportance of university students acquiring effective reading skills, a considerablenumber of research on second language reading has been focussing on ways to facilitatestudents‘ engagement in reading through the employment of reading strategies.However, minimal research has explored lecturers‘ interaction as a strategy to promotestudents‘ reading engagement. This dissertation explores the potential usefulness ofpriming interaction in fostering students‘ reading engagement. The qualitative casestudy approach was employed in an ESL reading class at a university, over a period of14 weeks. The study explored ways of strategically fostering interaction throughout theteaching and learning process. The methods used to gather data were observations,semi-structured interviews, collection of documents such as the in-class letters, out-ofclass letters; pre-teaching and post-teaching questionnaires; as well as the instructor‘slesson plans and reflective notes. The data obtained from these sources were analysedand later triangulated using the constant comparative method. The findings from thisresearch show that students responded positively when the learning environmentprovides opportunities for them to interact, to dialogue and to give voice to theirlearning experiences. In addition, the role of interaction has contributed to theparticipants‘ reading engagement because the elements under the pedagogical approachpermitted the participants to experience reading in an engaging, meaningful manner.The primed interactions stimulate the students to become more aware and critical oftheir assumptions during the reading process. When students are given opportunities toexperience concrete interactions through a planned and strategic pedagogical approachand when the learning environment is built on trust and care, their interest to learn seemto be fostered. However, findings also reveal challenges in planning interactionsiiistrategically because of the students‘ culture of learning. As such the study is significantin advancing the knowledge base on teaching reading to ESL tertiary level students andit highlights the potential value of considering interaction strategically primed to fosterengagement in reading." @default.
- W50484944 created "2016-06-24" @default.
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- W50484944 date "2014-01-01" @default.
- W50484944 modified "2023-09-27" @default.
- W50484944 title "Priming interaction to foster reading engagementamong tertiary level ESL students / Puteri Rohani Megat Abdul Rahim" @default.
- W50484944 hasPublicationYear "2014" @default.
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