Literature has the potential to spark the kind of mindful disruption necessary to shift standardised paradigms of thought, so literacy education should have children’s literature at its heart. As not all reading practices are equal, developing literacy education for a more socially just society needs to challenge the dominant pedagogic hegemony. This paper argues that literature is core to more equitable literacy development. Teachers, therefore, have an ethical responsibility to redress this through their teaching. Indeed, teaching practices that exacerbate the challenges for those young people who are already disadvantaged by circumstance have become more prevalent. While scores may have been enhanced in recent years, there is little evidence that policy directives have positioned literacy in the lives of learners in ways that have become meaningful for them or been transferred into ways of thinking that promote social equity. Driven by each country’s performance in international league tables, this results in narrow, predominantly skills-based programmes designed to address attainment gaps. In high accountability cultures, primary phase literacy education tends to focus on improving children’s test scores. When supported consistently through the platform, these features can ensure the development and enhancement of SRR skills in the long run, contributing equally to the improvement of the students’ L2 proficiency level. According to the results, through the elimination of the main barriers and uncertainties declared by the students when reading independently in L2, the platform contributes to the advancement of L2 reading skills of the students, encourages changes in their L2 reading behaviour, fosters metacognitive abilities, and reinforces intrinsic reading motivation. The focus of this design-based research is 39 undergraduate students who study English as a second language (L2). The present study aims to define to what extent the specifically designed web-based reading platform (Readvise) can support and improve students’ second language reading skills with the intent to transform them into self-regulated reading (SRR) skills. Rapid technological developments offer additional possibilities in this domain. Tertiary-level students often undermine this opportunity and rarely read anything in addition to their course assignments. Reading, as one of the four basic language skills, activates language learning.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |