Investigating the reading practices of EFL yemeni students using the learning by design framework

Abdullah Mohammad Bhooth, Hazita Azman, Kemboja Ismail

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.

Original languageEnglish
Pages (from-to)418-446
Number of pages29
JournalTESOL Journal
Volume6
Issue number3
DOIs
Publication statusPublished - 1 Sep 2015

Fingerprint

learning
student
Yemen
Reading Practices
quantitative method
qualitative method
foreign language
vocabulary
literacy
questionnaire
university
ability
Teaching
interview
Group
Qualitative Methods
Vocabulary
Qualitative Data
Questionnaire
English as a Foreign Language

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Investigating the reading practices of EFL yemeni students using the learning by design framework. / Bhooth, Abdullah Mohammad; Azman, Hazita; Ismail, Kemboja.

In: TESOL Journal, Vol. 6, No. 3, 01.09.2015, p. 418-446.

Research output: Contribution to journalArticle

@article{10398b3b97134f6dbc2e5669582964f1,
title = "Investigating the reading practices of EFL yemeni students using the learning by design framework",
abstract = "This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.",
author = "Bhooth, {Abdullah Mohammad} and Hazita Azman and Kemboja Ismail",
year = "2015",
month = "9",
day = "1",
doi = "10.1002/tesj.148",
language = "English",
volume = "6",
pages = "418--446",
journal = "TESOL Journal",
issn = "1056-7941",
publisher = "TESOL",
number = "3",

}

TY - JOUR

T1 - Investigating the reading practices of EFL yemeni students using the learning by design framework

AU - Bhooth, Abdullah Mohammad

AU - Azman, Hazita

AU - Ismail, Kemboja

PY - 2015/9/1

Y1 - 2015/9/1

N2 - This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.

AB - This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.

UR - http://www.scopus.com/inward/record.url?scp=85041811897&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041811897&partnerID=8YFLogxK

U2 - 10.1002/tesj.148

DO - 10.1002/tesj.148

M3 - Article

VL - 6

SP - 418

EP - 446

JO - TESOL Journal

JF - TESOL Journal

SN - 1056-7941

IS - 3

ER -