TY - JOUR
T1 - Exploring the interplay of free extensive voluntary ESL reading with intensive reading of arabic native speakers
AU - Alsheikh, Negmeldin
AU - Alhabbash, Maha Omar
AU - Liu, Xu
AU - Al, Safa Ahmed Othali
AU - Al Mohammedi, Najah Obaid
N1 - Publisher Copyright:
© 2020 Eskisehir Osmangazi University.
PY - 2020
Y1 - 2020
N2 - The posing of Intensive Reading (IR) as a fundamental rudimentary reading act and the endorsement of Extensive Reading (ER) as supplemental reading practice seems to be essential for literacy educators. This study tried to unearth the nature of the interplay between intensive and extensive reading as experienced by graduate Arabic native speakers in the United Arab Emirates. Moreover, the study aimed at capturing the students' views about the roles of the intensive reading and extensive reading in shaping their reading experiences. The study employed a sequential explanatory mixed method design. The first phase of the study featured a questionnaire that was collected from students (n=50) followed by interviewing students (n=4) in the second phase. The results revealed that graduate students dealt with reading as a discursive act where they gained from the interplay between the (IR) and (ER). The students viewed the relationship between (IR) and (ER) as reciprocal and hence (IR) promoted (ER) and vice versa. Nonetheless, the nature of the overt instruction and the pre-selected materials used by instructors are viewed as obstructive to the natural flow of (ER). The study recommends that (ER) and (IR) should be treated as part of the continuum in literacy process.
AB - The posing of Intensive Reading (IR) as a fundamental rudimentary reading act and the endorsement of Extensive Reading (ER) as supplemental reading practice seems to be essential for literacy educators. This study tried to unearth the nature of the interplay between intensive and extensive reading as experienced by graduate Arabic native speakers in the United Arab Emirates. Moreover, the study aimed at capturing the students' views about the roles of the intensive reading and extensive reading in shaping their reading experiences. The study employed a sequential explanatory mixed method design. The first phase of the study featured a questionnaire that was collected from students (n=50) followed by interviewing students (n=4) in the second phase. The results revealed that graduate students dealt with reading as a discursive act where they gained from the interplay between the (IR) and (ER). The students viewed the relationship between (IR) and (ER) as reciprocal and hence (IR) promoted (ER) and vice versa. Nonetheless, the nature of the overt instruction and the pre-selected materials used by instructors are viewed as obstructive to the natural flow of (ER). The study recommends that (ER) and (IR) should be treated as part of the continuum in literacy process.
KW - Arabic native speakers
KW - ESL
KW - Extensive reading
KW - Graduate students
KW - Intensive reading
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U2 - 10.29333/iji.2020.13419a
DO - 10.29333/iji.2020.13419a
M3 - Article
AN - SCOPUS:85092266542
SN - 1694-609X
VL - 13
SP - 295
EP - 314
JO - International Journal of Instruction
JF - International Journal of Instruction
IS - 4
ER -