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A Closer Look at Extensive Reading in Omani Public Schools: Current Practices and Teachers' Perceptions

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Title: A Closer Look at Extensive Reading in Omani Public Schools: Current Practices and Teachers' Perceptions
Language: English
Authors: Fawzia, Al Seyabi, Salwa, Al Rashdi
Source: English Language Teaching. 2016 9(8):93-105.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
Secondary Education
High Schools
Descriptors: Foreign Countries, Reading Instruction, Public Schools, Content Analysis, Semi Structured Interviews, English (Second Language), Second Language Instruction, Language Teachers, Reading Materials, Reading Assignments, Student Evaluation, Grade 10
Geographic Terms: Oman
ISSN: 1916-4742
Abstract: The present study aims at identifying the current practices regarding the implementation of extensive reading in Omani public schools. The study employed a content analysis sheet to analyze the extensive reading work of 300 students. Semi-structured interviews were also held with 15 teachers and 5 regional supervisors from Al-Dakhilyia Governorate. Results of the study revealed that the frequency of reading amongst students is very low as 53% of the students read only once a semester and they often read the same type of genre. The results also showed that most of the English language teachers chose the same reading materials for their students regardless of the students' interests or proficiency level. To show evidence of reading, students often wrote responses to questions in their notebooks. As for assessment, teachers did not assess students based on the frequency of reading or the difficulty level of the questions chosen. Teachers responded to students' work by giving them a general mark rather than providing descriptive comments or giving recommendations on what to read next. Drawing upon the findings, recommendations to bring about better practices regarding extensive reading are provided.
Abstractor: As Provided
Number of References: 37
Entry Date: 2016
Accession Number: EJ1106630
Database: ERIC
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink>
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  Data: The present study aims at identifying the current practices regarding the implementation of extensive reading in Omani public schools. The study employed a content analysis sheet to analyze the extensive reading work of 300 students. Semi-structured interviews were also held with 15 teachers and 5 regional supervisors from Al-Dakhilyia Governorate. Results of the study revealed that the frequency of reading amongst students is very low as 53% of the students read only once a semester and they often read the same type of genre. The results also showed that most of the English language teachers chose the same reading materials for their students regardless of the students' interests or proficiency level. To show evidence of reading, students often wrote responses to questions in their notebooks. As for assessment, teachers did not assess students based on the frequency of reading or the difficulty level of the questions chosen. Teachers responded to students' work by giving them a general mark rather than providing descriptive comments or giving recommendations on what to read next. Drawing upon the findings, recommendations to bring about better practices regarding extensive reading are provided.
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        StartPage: 93
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Reading Materials
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      – SubjectFull: Reading Assignments
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