Affective Engagement in Academic Reading: What EFL Student Teachers Reveal

Autor/inn/en	Yulia, Made Frida; Sulistyo, Gunadi Harry; Cahyono, Bambang Yudi
Titel	Affective Engagement in Academic Reading: What EFL Student Teachers Reveal
Quelle	In: International Journal of Evaluation and Research in Education, 9 (2020) 3, S.791-798 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Affective Behavior; Learner Engagement; English (Second Language); Second Language Instruction; Student Teachers; Language Teachers; Content Area Reading; Foreign Countries; Student Attitudes; Indonesia + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Sinnerfassendes Lesen; Ausland; Schülerverhalten; Indonesien
Abstract	Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers' efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01