Using Reading to Learn for EFL Students' Reading of Explanations

Autor/inn/en	Becerra, Tatiana; Herazo, José; García, Paula; Sagre, Anamaría; Díaz, Luisa
Titel	Using Reading to Learn for EFL Students' Reading of Explanations
Quelle	In: ELT Journal, 74 (2020) 3, S.237-246 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becerra, Tatiana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccz053
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Reading Processes; Teaching Methods; Case Studies; Student Attitudes; Grade 9; Secondary School Students; Standardized Tests; Foreign Countries; Reading Tests; Educational Benefits; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Standadised tests; Standardisierter Test; Ausland; Lesetest; Bildungsertrag; Kolumbien
Abstract	Reading to Learn (R2L) is an instructional approach that leads students from aided to independent creation of meaning in reading and writing. The approach uses whole texts as the point of departure for instruction. This case study explored how R2L promoted ninth graders' comprehension of explanation texts in EFL during six lessons and students' perceptions about R2L. The study involved a group of ninth graders from a secondary state school in Colombia whose results in national standardized tests had been traditionally low, particularly in EFL reading. Results revealed that students became better readers of explanation texts and perceived R2L as a useful approach to develop their ability to understand written texts in EFL. The study highlights the benefits of R2L for enhancing L2 students' meaning-making potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01