A dialogic reading instruction involving ESL undergraduates / Diog Dios

Dios, Diog (2010) A dialogic reading instruction involving ESL undergraduates / Diog Dios. Masters thesis, Universiti Teknologi MARA.

Abstract

The study aimed to investigate the use of Dialogic Reading Instruction (DRI) for teaching academic reading. The study was intended only to introduce the use of DRI and not to assess the impact of DRI on the students' reading performance. It started with one DRI session early in the semester and subsequently another session a month after. DRI was conducted in the academic reading lesson involving 20 student participants. The students were from the Bachelor of Administrative programme, selected based on convenience sampling. At the end of the two separate lessons the students were instructed to fill up a likert-type questionnaire on their perception of the use of DRI. Out of 20, five students were selected at random for semi-structured interviews to find out the views of the students as regards the use of DRI. The study found that the students were very responsive to the use of DRI. Those interviewed also related their experience positively, implying that they were in strong favour of the use of DRI for academic reading.

Metadata

Item Type: Thesis (Masters)
Creators:
Creators
Email / ID Num.
Dios, Diog
2007256268
Contributors:
Contribution
Name
Email / ID Num.
Thesis advisor
Philip, Bromeley (Dr.)
UNSPECIFIED
Subjects: L Education > LB Theory and practice of education > Teaching (Principles and practice) > Reading (General)
P Language and Literature > P Philology. Linguistics > Language and education
Divisions: Universiti Teknologi MARA, Shah Alam > Faculty of Education
Programme: Master of Education (TESL)
Keywords: Dialogic Reading Instruction (DRI); Teaching academic reading; Reading
Date: September 2010
URI: https://ir.uitm.edu.my/id/eprint/15023
Edit Item
Edit Item

Download

[thumbnail of TM_DIOG ANAK DIOS ED 10_5.PDF] Text
TM_DIOG ANAK DIOS ED 10_5.PDF

Download (594kB)

Digital Copy

Digital (fulltext) is available at:

Physical Copy

Physical status and holdings:
Item Status:

ID Number

15023

Indexing

Statistic

Statistic details