Document Type

Article

Source of Publication

International Journal of Instruction

Publication Date

1-1-2020

Abstract

© 2020 Eskisehir Osmangazi University. Students native to the Arabian Gulf region often struggle with reading skills. The purpose of this study was to explore the reading habits and reading culture of Emirati undergraduate students and to investigate the use of a particular reading strategy (Listening While Reading) on undergraduate Emirati students reading rate and comprehension. This case study was conducted through a mixed method research design. It was carried out with sixty-one SLL (second language learners) undergraduate students. By assigning them into two groups, the experimental group (28 students) was given books with an auditory component, while the control group (33 students) was given the same books but without the auditory component. both positive and negative reflections from teachers and students on different aspects of the LWR experiences are discussed. Qualitative findings revealed more contextualized results related to the lack of comprehension improvement such as, lack of reading habits. Additionally, quantitative results indicated that the performance of students in reading rate and accuracy improved over time. However, reading comprehension did not improve. Additionally, implications in terms of the use of the LWR in English language classes for practitioners are discussed as well as recommendations for future studies.

ISSN

1694-609X

Publisher

Eskisehir Osmangazi University

Volume

13

Issue

1

First Page

747

Last Page

766

Disciplines

Education

Keywords

Accuracy, Automaticity, Listening while reading, Reading comprehension, Reading fluency, Reading rate, Second language learning, United Arab Emirates context

Scopus ID

85077435459

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

Included in

Education Commons

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