Publicação
Fostering Autonomous Reading: A Comprehensive Approach to Encourage Angolan ELT Students at ISCED-Benguela Develop Reading Literacy
| Resumo: | This study aims to propose a comprehensive reading approach sustained by interactive strategies to develop reading literacy of the Angolan ELT (English Language Teaching) students at ISCED (Instituto Superior de Ciências da Educação) in Benguela, a higher institute of education sciences. The research originated from the reluctance these students demonstrate towards their academic reading assignments, which leads them to dependency on the lecturers’ directions to deal with the reading tasks. This attitude has negative effects on the students’ academic performance and achievement. In this study, two main theories have supported the claims presented throughout the work - the Social Constructivist Theory and the Self-Determination Theory (SDT), based on the view of reading as a socially constructive act. The data were collected from both students and lecturers, as well as from the library at ISCED-Benguela. Regarding the research instruments used, two different questionnaires were administered online, utilising Google Docs. One questionnaire was answered by 116 students and another by 5 lecturers. Besides, an observation of the Institution's library, an experiment of the proposed reading strategies, and students pretest and posttest were also conducted. The results were analysed quantitatively and qualitatively according to each research tool. The major results obtained from the study indicate insufficiency of the reading instruction approach, the lack of suitable reading strategies, and the lack of reading conditions, including bibliography shortage, the physical reading environment, and the absence of technological infrastructure. In addition, the experiments conducted revealed that students’ motivation, readiness, and engagement in reading are fostered by well-directed and student-centred collaborative reading activities. Having contemplated and analysed the findings collected, several suggestions were presented to solve the research problem. Therefore, the study recommends the combination of intensive and extensive reading approaches, as well as student-centred interactive reading strategies. |
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| Autores principais: | Lolino, António |
| Assunto: | Autonomous reading Intensive reading Extensive reading Interactive reading strategies Reading literacy Leitura autónoma Leitura intensiva Leitura extensiva Estratégias interactivas de leitura Literacia da leitura |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This study aims to propose a comprehensive reading approach sustained by interactive strategies to develop reading literacy of the Angolan ELT (English Language Teaching) students at ISCED (Instituto Superior de Ciências da Educação) in Benguela, a higher institute of education sciences. The research originated from the reluctance these students demonstrate towards their academic reading assignments, which leads them to dependency on the lecturers’ directions to deal with the reading tasks. This attitude has negative effects on the students’ academic performance and achievement. In this study, two main theories have supported the claims presented throughout the work - the Social Constructivist Theory and the Self-Determination Theory (SDT), based on the view of reading as a socially constructive act. The data were collected from both students and lecturers, as well as from the library at ISCED-Benguela. Regarding the research instruments used, two different questionnaires were administered online, utilising Google Docs. One questionnaire was answered by 116 students and another by 5 lecturers. Besides, an observation of the Institution's library, an experiment of the proposed reading strategies, and students pretest and posttest were also conducted. The results were analysed quantitatively and qualitatively according to each research tool. The major results obtained from the study indicate insufficiency of the reading instruction approach, the lack of suitable reading strategies, and the lack of reading conditions, including bibliography shortage, the physical reading environment, and the absence of technological infrastructure. In addition, the experiments conducted revealed that students’ motivation, readiness, and engagement in reading are fostered by well-directed and student-centred collaborative reading activities. Having contemplated and analysed the findings collected, several suggestions were presented to solve the research problem. Therefore, the study recommends the combination of intensive and extensive reading approaches, as well as student-centred interactive reading strategies. |
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