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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
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
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  Data: Explicit versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness with Adult Arab Learners
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  Data: 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
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  Data: 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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        Type: general
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Arabs
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Saudi Arabia
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