Examining the utilisation of Extensive Reading from the perspective of ESL students reader response

<p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the...

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Main Author: Thangam Raja Gopal
Format: thesis
Language:eng
Published: 2022
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Online Access:https://ir.upsi.edu.my/detailsg.php?det=9271
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic PE English
spellingShingle PE English
Thangam Raja Gopal
Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
description <p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the mediocre and low proficiency ESL</p><p>students based on the Reader Response Approach, the outcome of using Reader</p><p>Response Approach in the Extensive Reading Programme and the experiences of the</p><p>ESL students towards the Extensive Reading Programme. The study was conducted</p><p>for a duration of three months in a secondary school in Teluk Intan. The participants</p><p>of this study included an ESL teacher and six Form 4 students, comprising three</p><p>females and three males. The researcher documented data through four sources:</p><p>classroom observations, interviews with the teacher and students, response journals</p><p>and examination marks. Findings indicated that the Extensive Reading Programme</p><p>and the use of Reader Response Approach not only enabled the students to come up</p><p>with various statements but also benefited in their language development. The findings</p><p>of the study suggests that Extensive Reading Programme and Reader Response should</p><p>be a part of the curriculum in Malaysian secondary schools as they help in improving</p><p>students language proficiency. The study proposes a guideline for the implementation</p><p>of an Extensive Reading Programme and Reader Response in the language classroom</p><p>which can be adopted by the ESL educators.</p>
format thesis
qualification_name
qualification_level Doctorate
author Thangam Raja Gopal
author_facet Thangam Raja Gopal
author_sort Thangam Raja Gopal
title Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
title_short Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
title_full Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
title_fullStr Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
title_full_unstemmed Examining the utilisation of Extensive Reading from the perspective of ESL students reader response
title_sort examining the utilisation of extensive reading from the perspective of esl students reader response
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=9271
_version_ 1776104610693382144
spelling oai:ir.upsi.edu.my:92712023-08-04 Examining the utilisation of Extensive Reading from the perspective of ESL students reader response 2022 Thangam Raja Gopal PE English <p>This qualitative experimental study examines the utilisation of an Extensive Reading</p><p>Programme from the perspective of ESL students reader response. It seeks to examine</p><p>the kind of written responses produced by the mediocre and low proficiency ESL</p><p>students based on the Reader Response Approach, the outcome of using Reader</p><p>Response Approach in the Extensive Reading Programme and the experiences of the</p><p>ESL students towards the Extensive Reading Programme. The study was conducted</p><p>for a duration of three months in a secondary school in Teluk Intan. The participants</p><p>of this study included an ESL teacher and six Form 4 students, comprising three</p><p>females and three males. The researcher documented data through four sources:</p><p>classroom observations, interviews with the teacher and students, response journals</p><p>and examination marks. Findings indicated that the Extensive Reading Programme</p><p>and the use of Reader Response Approach not only enabled the students to come up</p><p>with various statements but also benefited in their language development. The findings</p><p>of the study suggests that Extensive Reading Programme and Reader Response should</p><p>be a part of the curriculum in Malaysian secondary schools as they help in improving</p><p>students language proficiency. The study proposes a guideline for the implementation</p><p>of an Extensive Reading Programme and Reader Response in the language classroom</p><p>which can be adopted by the ESL educators.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9271 https://ir.upsi.edu.my/detailsg.php?det=9271 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Achoui, Sana. (2019). Critical Reading Strategies Among English Literature Students at a Malayasian Institute of Higher Learning. (n.d.). http://studentrepo.iium.edu.my/handle/123456789/9451</p><p>Afflerbach, P., Cho, B.Y., Kim, J.Y., Crassas, M. E., & Doyle, B. (2013). Reading: What Else Matters Besides Strategies and Skills? Reading Teacher, 66(6).</p><p>Ahmed, S. (2016). Reading habits and attitudes of UMSKAL undergraduates. International Journal of Applied Linguistics and English Literature, 5(2), 189-201.</p><p>Aka, N. (2019). 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