Improvement of EFL Students' Academic Reading Achievement through the Cognitive Academic Language Learning Approach (CALLA)

Autor/in	Albashtawi, Abeer Hameed
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01