Literaturnachweis - Detailanzeige
Autor/in | Albashtawi, Abeer Hameed |
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Titel | Improvement of EFL Students' Academic Reading Achievement through the Cognitive Academic Language Learning Approach (CALLA) |
Quelle | In: Reading Psychology, 40 (2019) 8, S.679-704 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2019.1658669 |
Schlagwörter | English (Second Language); English Language Learners; Academic Language; Instructional Effectiveness; Reading Achievement; Undergraduate Students; Foreign Countries; Student Attitudes; Reading Instruction; Direct Instruction; Independent Study; Learning Strategies; Young Adults; Reading Improvement; Public Colleges; Jordan English as second language; English; Second Language; Englisch als Zweitsprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Unterrichtserfolg; Leseleistung; Ausland; Schülerverhalten; Leseunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Young adult; Junger Erwachsener |
Abstract | This mixed-methods study examined the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students' academic reading achievement. Participants were 122 Jordanian EFL undergraduate students who were divided into two groups: experimental and control groups. Data were collected using academic reading test and focus group interviews (four groups; with six students in each). While the students in the experimental group were taught using CALLA, students in the control group were taught using the conventional method of teaching. While quantitative data were analyzed using SPSS package program, qualitative data were analyzed using thematic analysis. The statistical analysis of academic reading test data revealed that students' reading achievement increased only in the experimental group. Further, the analysis of the interviews showed that students' overall perceptions of the effectiveness of CALLA were positive. Thus, this study has revealed the feasibility of implementing CALLA in EFL academic reading contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |