Abstract
The study examines the effects of teacher’s using authentic texts on EFL students’ cognitive reading engagement related to four variables including (i) reading comprehension, (ii) oral response to reading, (iii) reaction paragraph, and (iv) students’ perceptions of learning to read. Participants included 52 Vietnamese undergraduate students of EFL pre-intermediate level. The data of the study were collected through reading tests for the first three variables and a 32- item questionnaire for the fourth variable. Results revealed that students in the experimental condition achieved significantly better understanding of reading comprehension after the intervention course. In terms of reflection after reading and creating a reaction paragraph, the holistic quality of oral response and the reaction paragraph was significantly improved for both groups from a peer rating. However, students in the experimental group showed a more dramatic increase. Moreover, the findings of the questionnaire showed that students in the intervention course achieved a more positive perception of their learning to read.
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