2022_The Academic Reading of English Major Students at Mu’tah University, Jordan
| Format: | General Document |
|---|
| _version_ | 1860798117655347200 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-12-18 |
| format | General Document |
| id | 15988 |
| institution | UniSZA |
| originalfilename | THE ACADEMIC READING OF ENGLISH MAJOR STUDENTS AT MU’TAH UNIVERSITY, JORDAN (PHD_2022).pdf |
| person | Hamzeh Jamal Oqla Aleshoush |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15988 |
| sourcemedia | Server storage Scanned document |
| spelling | 15988 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15988 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 1.5 206 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.4.24; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan THE ACADEMIC READING OF ENGLISH MAJOR STUDENTS AT MU’TAH UNIVERSITY, JORDAN (PHD_2022).pdf Reading comprehension—Study and teaching—Jordan Hamzeh Jamal Oqla Aleshoush 2022-12-18 Academic reading skills Reading comprehension in EFL learners English major students’ reading difficulties Learners of English as a Foreign Language (EFL) usually experience difficulties and problems when reading English texts due to a variety of factors related to text and reading process. This is especially true in Jordanian context where most secondary school graduates in Jordan are not well prepared to handle the propelled reading challenges at the tertiary level, especially in EFL classes. This study was carried out to examine the problems faced by the students in the academic reading of English texts, the root causes of the problem and recommend strategies for the students to cope with the problem. This study was designed as a case study, and a qualitative method was used to collect data. The participants comprised 10 first-year undergraduate male students doing a degree in English and Literature at Mu'tah University, Jordan. A purposive sampling technique was adopted in selecting the participants. The students were selected based on their L2 proficiency levels from Tawjihi examination results and the preliminary reading test given to them at the beginning of the study. All the students were moderate proficient readers. The reading diaries kept for eight months were collected from the students, followed by the individual interviews. The data generated from both reading diaries and interviews were analysed inductively using thematic analysis with the aid of ATLAS.TI. The findings reveal that the reading purposes, the nature of the text, and the students’ perceptions of reading contribute to the reading problems faced by them. They did not fully comprehend the text and could not make a holistic connection to the text besides having a shallow vocabulary pool. They also have inattentive and negative attitudes towards reading, poor motivation and use ineffective reading strategies. In overcoming the academic reading problem among them, they engage in peer group reading and use re-reading and guessing techniques. This study concludes that the challenges faced by the EFL learners involved in this study go beyond linguistic issues such as vocabulary and semantics, but they are more intricate with the poor mastery of reading strategies and techniques, problematic reading habits and negative perceptions towards reading. This research has contributed to understanding the sociocultural elements that influence academic reading in the context of EFL at the university level in Jordan. Dissertations, Academic Thesis |
| spellingShingle | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| state | Terengganu |
| subject | Reading comprehension—Study and teaching—Jordan Dissertations, Academic |
| summary | Learners of English as a Foreign Language (EFL) usually experience difficulties and problems when reading English texts due to a variety of factors related to text and reading process. This is especially true in Jordanian context where most secondary school graduates in Jordan are not well prepared to handle the propelled reading challenges at the tertiary level, especially in EFL classes. This study was carried out to examine the problems faced by the students in the academic reading of English texts, the root causes of the problem and recommend strategies for the students to cope with the problem. This study was designed as a case study, and a qualitative method was used to collect data. The participants comprised 10 first-year undergraduate male students doing a degree in English and Literature at Mu'tah University, Jordan. A purposive sampling technique was adopted in selecting the participants. The students were selected based on their L2 proficiency levels from Tawjihi examination results and the preliminary reading test given to them at the beginning of the study. All the students were moderate proficient readers. The reading diaries kept for eight months were collected from the students, followed by the individual interviews. The data generated from both reading diaries and interviews were analysed inductively using thematic analysis with the aid of ATLAS.TI. The findings reveal that the reading purposes, the nature of the text, and the students’ perceptions of reading contribute to the reading problems faced by them. They did not fully comprehend the text and could not make a holistic connection to the text besides having a shallow vocabulary pool. They also have inattentive and negative attitudes towards reading, poor motivation and use ineffective reading strategies. In overcoming the academic reading problem among them, they engage in peer group reading and use re-reading and guessing techniques. This study concludes that the challenges faced by the EFL learners involved in this study go beyond linguistic issues such as vocabulary and semantics, but they are more intricate with the poor mastery of reading strategies and techniques, problematic reading habits and negative perceptions towards reading. This research has contributed to understanding the sociocultural elements that influence academic reading in the context of EFL at the university level in Jordan. |
| title | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| title_full | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| title_fullStr | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| title_full_unstemmed | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| title_short | 2022_The Academic Reading of English Major Students at Mu’tah University, Jordan |
| title_sort | 2022_the academic reading of english major students at mu’tah university, jordan |