2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan
| Format: | General Document |
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| _version_ | 1860798100215431168 |
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-01-02 |
| format | General Document |
| id | 15919 |
| institution | UniSZA |
| originalfilename | LITERARY TEXTS READING COMPREHENSION BARRIERS AND STRATEGIES AMONG ENGLISH LITERATURE STUDENTS AT THE UNIVERSITY OF JORDAN (MASTER _ 2021).pdf |
| person | Yasmeen Ahmad Badri Almadani |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15919 |
| sourcemedia | Server storage Scanned document |
| spelling | 15919 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15919 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) 237 Copyright©PWB2025 LITERARY TEXTS READING COMPREHENSION BARRIERS AND STRATEGIES AMONG ENGLISH LITERATURE STUDENTS AT THE UNIVERSITY OF JORDAN (MASTER _ 2021).pdf 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan 2022-01-02 Reading comprehension—Study and teaching—Foreign speakers Yasmeen Ahmad Badri Almadani Barriers to literary text comprehension in EFL students Challenges in reading English literature for Jordanian students Reading comprehension difficulties in literature courses Readers of literature professionally build their worlds and expand their imagination from the mere understanding of the literal words to the production of images beyond these words’ surface meaning. However, those readers usually handle variant genres of literature, in which they may struggle approximately obstacles to come up with the themes and settings of the literary work. This study examines the problems that face a group of students who study English literature at the University of Jordan while reading literary pieces. Additionally, this study investigates the students' preferred literary genres and their strategies while reading literary texts to show if there are significant differences based on gender in this regard. The study employed a descriptive quantitative approach to collect data. The sample was selected using simple random sampling. The study sample comprised 120 EFL bachelor students divided into 60 males and 60 females from the University of Jordan. A structured questionnaire was designed and used as a data-collection instrument. The marks of the college proficiency test were considered a measurement of the students' ability to interpret and understand literary pieces. The data were analyzed using descriptive statistics, a T-test, and multiple regression via the Statistical Package for Social Sciences (SPSS, Version 25) The findings showed that the students face difficulties in understanding ancient literary expressions, dead words, and ambiguous phrases and the barrier of translating them into Arabic. Moreover, the study found significant differences between male and female students in the level of difficulties they face when reading English language literary pieces. The most usable strategies used by the students were the personal growth model, cooperative learning, intensive reading, illustration, and cultural model. However, that does not mean those are the most effective in reading ability. It was found that there are significant differences only in the use of intensive reading, but there is no significant difference in using the other mentioned strategies. Therefore, the strategies that strongly impact understanding literature were rated as illustration, personal-growth model, cultural model, critical thinking, and group work. But cooperative learning negatively impacts interpreting literary pieces followed by intensive reading, extensive reading, and active learning. As for the preferable period and genre of literary works, the 20th century works had the first position, followed by Victorian literature in the second, Romanticism in the third order, and Augustan literature in the fourth. Also, this research shows that novels, drama, and short stories were the most challenging types of literature. This study contributes to supply the future bachelor programs planning of the English language and literature department at the University of Jordan and other universities. Decision-makers should pay more attention to the literary texts that are provided to the university while deciding on the bachelor's program. Hence, they should organize literary texts in combination with the most effective reading strategies, considering the text’s period, writer’s style, figurative language, theme, and plot to help the students get rid of the expected difficulties of comprehending such texts. Dissertations, Academic Thesis |
| spellingShingle | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| state | Terengganu |
| subject | Reading comprehension—Study and teaching—Foreign speakers Dissertations, Academic |
| summary | Readers of literature professionally build their worlds and expand their imagination from the mere understanding of the literal words to the production of images beyond these words’ surface meaning. However, those readers usually handle variant genres of literature, in which they may struggle approximately obstacles to come up with the themes and settings of the literary work. This study examines the problems that face a group of students who study English literature at the University of Jordan while reading literary pieces. Additionally, this study investigates the students' preferred literary genres and their strategies while reading literary texts to show if there are significant differences based on gender in this regard. The study employed a descriptive quantitative approach to collect data. The sample was selected using simple random sampling. The study sample comprised 120 EFL bachelor students divided into 60 males and 60 females from the University of Jordan. A structured questionnaire was designed and used as a data-collection instrument. The marks of the college proficiency test were considered a measurement of the students' ability to interpret and understand literary pieces. The data were analyzed using descriptive statistics, a T-test, and multiple regression via the Statistical Package for Social Sciences (SPSS, Version 25) The findings showed that the students face difficulties in understanding ancient literary expressions, dead words, and ambiguous phrases and the barrier of translating them into Arabic. Moreover, the study found significant differences between male and female students in the level of difficulties they face when reading English language literary pieces. The most usable strategies used by the students were the personal growth model, cooperative learning, intensive reading, illustration, and cultural model. However, that does not mean those are the most effective in reading ability. It was found that there are significant differences only in the use of intensive reading, but there is no significant difference in using the other mentioned strategies. Therefore, the strategies that strongly impact understanding literature were rated as illustration, personal-growth model, cultural model, critical thinking, and group work. But cooperative learning negatively impacts interpreting literary pieces followed by intensive reading, extensive reading, and active learning. As for the preferable period and genre of literary works, the 20th century works had the first position, followed by Victorian literature in the second, Romanticism in the third order, and Augustan literature in the fourth. Also, this research shows that novels, drama, and short stories were the most challenging types of literature. This study contributes to supply the future bachelor programs planning of the English language and literature department at the University of Jordan and other universities. Decision-makers should pay more attention to the literary texts that are provided to the university while deciding on the bachelor's program. Hence, they should organize literary texts in combination with the most effective reading strategies, considering the text’s period, writer’s style, figurative language, theme, and plot to help the students get rid of the expected difficulties of comprehending such texts. |
| title | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| title_full | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| title_fullStr | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| title_full_unstemmed | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| title_short | 2021_Literary Texts Reading Comprehension Barriers and Strategies Among English Literature Students at the University of Jordan |
| title_sort | 2021_literary texts reading comprehension barriers and strategies among english literature students at the university of jordan |