Explicit versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness with Adult Arab Learners
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| Title: | Explicit versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness with Adult Arab Learners |
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| Language: | English |
| Authors: | Ibrahim, Mahmoud |
| Source: | English Language Teaching. 2018 11(9):144-155. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Phonological Awareness, Undergraduate Students, Arabs, Foreign Countries, Student Attitudes, Positive Attitudes, Reading Instruction, Control Groups, Experimental Groups, Teaching Methods |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 1916-4742 |
| Abstract: | There is a strong belief among language teachers that intensive exposure to language alone can lead to acquisition. The present study is a qualitative- quantitative research design that used a quasi-experimental design to compare between the effectiveness of intensive exposure to language versus phonological awareness explicit instruction on adult Arab EFL learners' EFL reading literacy in a Saudi university context. The study is also concerned with Saudi adult learners' attitudes towards phonological awareness instruction. Participants (N=89) were all male students enrolled in an intensive EFL undergraduate program, where they were required to pass an intensive EFL course. Sample were randomly divided into a treatment group (N=47), who received phonological awareness treatment, and a control group (N=42) who were exposed to language intensively. Posttest findings confirmed the significant effect of phonological awareness instruction on the sample's EFL literacy. Moreover, positive attitudes towards the program were detected in the interviews held at the end of treatment. Therefore, the study recommended introducing phonological awareness instruction to develop Arab learners' EFL literacy. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2018 |
| Accession Number: | EJ1189518 |
| Database: | ERIC |
| Abstract: | There is a strong belief among language teachers that intensive exposure to language alone can lead to acquisition. The present study is a qualitative- quantitative research design that used a quasi-experimental design to compare between the effectiveness of intensive exposure to language versus phonological awareness explicit instruction on adult Arab EFL learners' EFL reading literacy in a Saudi university context. The study is also concerned with Saudi adult learners' attitudes towards phonological awareness instruction. Participants (N=89) were all male students enrolled in an intensive EFL undergraduate program, where they were required to pass an intensive EFL course. Sample were randomly divided into a treatment group (N=47), who received phonological awareness treatment, and a control group (N=42) who were exposed to language intensively. Posttest findings confirmed the significant effect of phonological awareness instruction on the sample's EFL literacy. Moreover, positive attitudes towards the program were detected in the interviews held at the end of treatment. Therefore, the study recommended introducing phonological awareness instruction to develop Arab learners' EFL literacy. |
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| ISSN: | 1916-4742 |
