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Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance.

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Title: Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance.
Authors: Nguyen Van Loi1 loinguyen@ctu.edu.vn, Dang Thi Kim Thanh2 thanh.dang@ismart.edu.vn
Source: TESL-EJ. Aug2022, Vol. 26 Issue 2, p1-18. 18p.
Subject Terms: *English as a foreign language, *Individualized reading instruction, *Second language acquisition, *Cognitive ability, *Textbooks
Abstract: Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners' reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read. [ABSTRACT FROM AUTHOR]
Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance.
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  Data: <searchLink fieldCode="AR" term="%22Nguyen+Van+Loi%22">Nguyen Van Loi</searchLink><relatesTo>1</relatesTo><i> loinguyen@ctu.edu.vn</i><br /><searchLink fieldCode="AR" term="%22Dang+Thi+Kim+Thanh%22">Dang Thi Kim Thanh</searchLink><relatesTo>2</relatesTo><i> thanh.dang@ismart.edu.vn</i>
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  Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. Aug2022, Vol. 26 Issue 2, p1-18. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+reading+instruction%22">Individualized reading instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink>
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  Data: Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners' reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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