A Course Design in a Technological University -Using Two Versions of a Children’s Storybook

Abstract

This paper examines the use of two versions of a children’s storybook with 30 seniors of a technological university who took an elective English course for fulfilling their general education requirements. The two versions (simplified and original versions) of the children’s storybook were used because these students’ English proficiency was generally limited. They needed the confidence to start with something simpler. A simplified version of the children’s storybook, which has a shorter story, an easy-to-follow plot, and simpler language, should help develop their reading interest and lay the foundations for vocabulary and reading comprehension. An original version of the same text, which offers detailed and rich language context for good characterization and themes, a clear and interesting plot, and an intriguing narrative style, should help reinforce their reading interest, promote their awareness of story structure, and enhance their vocabulary and reading comprehension. Data was collected from teaching plans, student-centered activities, and interviews. The findings have revealed these students’ positive attitudes to the use of the two versions of the children’s storybook in the EFL classroom. In addition to reading interest, the two versions of the children’s storybook can increase their reading competence and awareness of story structure. Pedagogical implications for adult EFL learners and limitations of this study are also provided.