Promoting a Multidimensional Literacy Framework through Texts and Tasks for EFL Reading Class
Keywords:
multidimensional literacy, texts, tasks, EFL reading
Abstract
Generally, the teaching of reading for English as a foreign language (EFL) learner is only focused on developing learners’ English language competence. Little had been done to stimulate learners to develop Kucer’s (2014) multidimensional literacy that consists of four stages: linguistic, cognitive, sociocultural, and developmental. The teaching of reading should be aimed beyond the classroom context. It should not only evoke learners’ linguistic and cognitive ability, but should also elicit them to go further into sociocultural and developmental aspects. Thus, this study is aimed at proposing a multidimensional framework of literacy through texts and tasks so that they will be beneficial for learners’ actual use of literacy in their everyday life. This paper proposes a modified model of Kucer’s multidimensional literacy which is combined with principles in reading texts selection and reading tasks. The framework suggests that the degree of text difficulty and unfamiliarity should be gradually increased as well as the level of tasks challenge and variety.
References
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Alyousef, H. S., & Alsharif, A. A. (2017). The experiential meaning in Saudi postgraduate business students’ multimodal accounting texts: A multidimensional exploration. Australian Journal of Linguistics, 37(2), 219–251. https://doi.org/10.1080/07268602.2017.1239535
Amirian, S. M. R. (2013). Teaching reading strategies to ESP readers. International Journal of Research Studies in Educational Technology, 2(2), 19–26. https://doi.org/10.5861/ijrset.2013.318
Anderson, N. J. (2003). Teaching Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp. 67–86). McGraw Hill Publishers.
Caccamise, D., Franzke, M., Eckhoff, A., & Kintsch, W. (2017). Guided practice in technology-based summary writing. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies. Lawrence Erlbaum Associates. https://doi.org/10.23918/vesal2017.a37
Ciardiello, A. V. (2000). Student questioning and multidimensional literacy in the 21st century. Educational Forum, 64(3), 215–222. https://doi.org/10.1080/00131720008984757
Dabaghi, A., & Akvan, M. (2014). Explore the relationship between strategy use and ESP reading test performance of two university majors (humanities VS. science). Theory and Practice in Language Studies, 4(1), 121–128. https://doi.org/10.4304/tpls.4.1.121-128
Fuchs, D., Hendricks, E., Walsh, M. E., Fuchs, L. S., Gilbert, J. K., Tracy, W. Z., Iii, S. P., Davis, N., & Kim, W. (2017). Evaluating a multidimensional reading comprehension program and reconsidering the lowly reputation of tests of near transfer.
Grant, R. A., Wong, S. D., & Osterling, J. P. (2007). Developing literacy in second-language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework. Reading Research Quarterly, 42(4), 598–609. https://doi.org/10.1598/rrq.42.4.8
Habók, A., Magyar, A., & Hui, S. K. F. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1616522
Huang, H. chou. (2013). E-reading and e-discussion: EFL learners’ perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258–281. https://doi.org/10.1080/09588221.2012.656313
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading and Writing Quarterly, 25(1), 4–32. https://doi.org/10.1080/10573560802491208
Jafarigohar, M., & Khanjani, A. (2014). Text difficulty effect on metacognitive reading strategy use among EFL learners. GEMA Online Journal of Language Studies, 14(2), 47–59. https://doi.org/10.17576/GEMA-2014-1402-04
Jetton, T. L., & Alexander, P. A. (2001). Learning from text : A multidimensional and developmental perspective. Reading Online, 5(1). https://www.researchgate.net/publication/257936710_Alexander_P_A_Jetton_T_L_2000_Learning_from_text_A_multidimensional_and_developmental_perspective_Handbook_of_reading_research_3_285-310/link/56b5f4dd08ae3c1b79ad1860/download
Kucer, S. B. (2014). Dimensions of Literacy. In Dimensions of Literacy. Routledge. https://doi.org/10.4324/9781410611536
Kucer, S. B. (2015). Literacy: varied, dynamic, and multidimensional. Journal of Family Strengths, 15(2), 1.
Lewis, J., & Dahbany, A. (2008). What do we know about the adolescent learner and what does it mean for literacy instruction? In S. Lenski & J. Lewis (Eds.), Reading success for struggling adolescent. The Guilford Press. https://doi.org/10.5860/choice.46-2812
Liew, J., Erbeli, F., Nyanamba, J. M., & Li, D. (2020). Pathways to reading competence: Emotional self-regulation, literacy contexts, and embodied learning processes. Reading Psychology, 41(7), 633–659. https://doi.org/10.1080/02702711.2020.1783145
Liu, Y. (2017). Critical literacy practices in EFL reading classroom: An experimental study towards Chinese university utudents. English Language Teaching, 10(5), 133. https://doi.org/10.5539/elt.v10n5p133
Moghadam, M. K. (2008). The effect of strategies-based instruction on student’s reading comprehension of ESP texts. English for Sepcific Purposes World, 7(1), 1–17.
Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing (ESL & applied linguistics professional series). Routledge. http://www.amazon.com/Teaching-Reading-Writing-Linguistics-Professional/dp/041598968X
Porto, M. (2013). A model for describing, analysing and investigating cultural understanding in EFL reading settings. Language Learning Journal, 41(3), 284–296. https://doi.org/10.1080/09571736.2013.836346
Qarqez, M., & Rashid, R. (2017). Reading comprehension difficulties among EFL learners: The case of first and second -year students at Yarmouk University in Jordan. Arab World English Journal, 8(3), 421–431. https://doi.org/10.24093/awej/vol8no3.27
Alyousef, H. S., & Alsharif, A. A. (2017). The experiential meaning in Saudi postgraduate business students’ multimodal accounting texts: A multidimensional exploration. Australian Journal of Linguistics, 37(2), 219–251. https://doi.org/10.1080/07268602.2017.1239535
Amirian, S. M. R. (2013). Teaching reading strategies to ESP readers. International Journal of Research Studies in Educational Technology, 2(2), 19–26. https://doi.org/10.5861/ijrset.2013.318
Anderson, N. J. (2003). Teaching Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp. 67–86). McGraw Hill Publishers.
Caccamise, D., Franzke, M., Eckhoff, A., & Kintsch, W. (2017). Guided practice in technology-based summary writing. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies. Lawrence Erlbaum Associates. https://doi.org/10.23918/vesal2017.a37
Ciardiello, A. V. (2000). Student questioning and multidimensional literacy in the 21st century. Educational Forum, 64(3), 215–222. https://doi.org/10.1080/00131720008984757
Dabaghi, A., & Akvan, M. (2014). Explore the relationship between strategy use and ESP reading test performance of two university majors (humanities VS. science). Theory and Practice in Language Studies, 4(1), 121–128. https://doi.org/10.4304/tpls.4.1.121-128
Fuchs, D., Hendricks, E., Walsh, M. E., Fuchs, L. S., Gilbert, J. K., Tracy, W. Z., Iii, S. P., Davis, N., & Kim, W. (2017). Evaluating a multidimensional reading comprehension program and reconsidering the lowly reputation of tests of near transfer.
Grant, R. A., Wong, S. D., & Osterling, J. P. (2007). Developing literacy in second-language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework. Reading Research Quarterly, 42(4), 598–609. https://doi.org/10.1598/rrq.42.4.8
Habók, A., Magyar, A., & Hui, S. K. F. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1616522
Huang, H. chou. (2013). E-reading and e-discussion: EFL learners’ perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258–281. https://doi.org/10.1080/09588221.2012.656313
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading and Writing Quarterly, 25(1), 4–32. https://doi.org/10.1080/10573560802491208
Jafarigohar, M., & Khanjani, A. (2014). Text difficulty effect on metacognitive reading strategy use among EFL learners. GEMA Online Journal of Language Studies, 14(2), 47–59. https://doi.org/10.17576/GEMA-2014-1402-04
Jetton, T. L., & Alexander, P. A. (2001). Learning from text : A multidimensional and developmental perspective. Reading Online, 5(1). https://www.researchgate.net/publication/257936710_Alexander_P_A_Jetton_T_L_2000_Learning_from_text_A_multidimensional_and_developmental_perspective_Handbook_of_reading_research_3_285-310/link/56b5f4dd08ae3c1b79ad1860/download
Kucer, S. B. (2014). Dimensions of Literacy. In Dimensions of Literacy. Routledge. https://doi.org/10.4324/9781410611536
Kucer, S. B. (2015). Literacy: varied, dynamic, and multidimensional. Journal of Family Strengths, 15(2), 1.
Lewis, J., & Dahbany, A. (2008). What do we know about the adolescent learner and what does it mean for literacy instruction? In S. Lenski & J. Lewis (Eds.), Reading success for struggling adolescent. The Guilford Press. https://doi.org/10.5860/choice.46-2812
Liew, J., Erbeli, F., Nyanamba, J. M., & Li, D. (2020). Pathways to reading competence: Emotional self-regulation, literacy contexts, and embodied learning processes. Reading Psychology, 41(7), 633–659. https://doi.org/10.1080/02702711.2020.1783145
Liu, Y. (2017). Critical literacy practices in EFL reading classroom: An experimental study towards Chinese university utudents. English Language Teaching, 10(5), 133. https://doi.org/10.5539/elt.v10n5p133
Moghadam, M. K. (2008). The effect of strategies-based instruction on student’s reading comprehension of ESP texts. English for Sepcific Purposes World, 7(1), 1–17.
Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing (ESL & applied linguistics professional series). Routledge. http://www.amazon.com/Teaching-Reading-Writing-Linguistics-Professional/dp/041598968X
Porto, M. (2013). A model for describing, analysing and investigating cultural understanding in EFL reading settings. Language Learning Journal, 41(3), 284–296. https://doi.org/10.1080/09571736.2013.836346
Qarqez, M., & Rashid, R. (2017). Reading comprehension difficulties among EFL learners: The case of first and second -year students at Yarmouk University in Jordan. Arab World English Journal, 8(3), 421–431. https://doi.org/10.24093/awej/vol8no3.27
Published
2022-07-01
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
