Readers reading practices of EFL Yemeni students: recommendations for the 21st century

This paper investigates the reading practices of forty-five second year EFL Yemeni undergraduate students using the Four Resources Model of multiliteracy practices. The Four Resources Model of multiliteracy practices organizes reading practices into four key practices: code breaking, text participat...

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Main Authors:	Hazita Azman, Abdullah Mohammad Bhooth, Kemboja Ismail
Format:	Article
Language:	English
Published:	Penerbit UKM 2013
Online Access:	http://journalarticle.ukm.my/6594/ http://journalarticle.ukm.my/6594/ http://journalarticle.ukm.my/6594/1/4221-9723-1-SM.pdf

id	ukm-6594
recordtype	eprints
spelling	ukm-65942016-12-14T06:41:38Z http://journalarticle.ukm.my/6594/ Readers reading practices of EFL Yemeni students: recommendations for the 21st century Hazita Azman, Abdullah Mohammad Bhooth, Kemboja Ismail, This paper investigates the reading practices of forty-five second year EFL Yemeni undergraduate students using the Four Resources Model of multiliteracy practices. The Four Resources Model of multiliteracy practices organizes reading practices into four key practices: code breaking, text participating, text uses and text analysing levels. Quantitative and qualitative methods, designed based on the Four Resources Model constructs, were used to collect data from a sample of students studying English as a Foreign Language at a university in Yemen. Quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that Yemeni students were medium users of the code breaker and text user practices whereas the meaning making and text analysis practices were reported to be used in low usage. On the whole, these early findings suggest that the reading practices and reading abilities of the Yemeni students are still limited even at the tertiary level and have not developed fully with regard to reading in English. This paper reports in detail, the use of the Four Resources Model as a tool to determine reading efficacy while examining the aforementioned findings. Discussion is put forward on the implications for teaching of reading and its approaches in a Yemeni context, especially in view of the students‟ reading needs at the tertiary level in Yemen. Penerbit UKM 2013-09 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6594/1/4221-9723-1-SM.pdf Hazita Azman, and Abdullah Mohammad Bhooth, and Kemboja Ismail, (2013) Readers reading practices of EFL Yemeni students: recommendations for the 21st century. GEMA: Online Journal of Language Studies, 13 (3). pp. 63-78. ISSN 1675-8021 http://ejournal.ukm.my/gema
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This paper investigates the reading practices of forty-five second year EFL Yemeni undergraduate students using the Four Resources Model of multiliteracy practices. The Four Resources Model of multiliteracy practices organizes reading practices into four key practices: code breaking, text participating, text uses and text analysing levels. Quantitative and qualitative methods, designed based on the Four Resources Model constructs, were used to collect data from a sample of students studying English as a Foreign Language at a university in Yemen. Quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that Yemeni students were medium users of the code breaker and text user practices whereas the meaning making and text analysis practices were reported to be used in low usage. On the whole, these early findings suggest that the reading practices and reading abilities of the Yemeni students are still limited even at the tertiary level and have not developed fully with regard to reading in English. This paper reports in detail, the use of the Four Resources Model as a tool to determine reading efficacy while examining the aforementioned findings. Discussion is put forward on the implications for teaching of reading and its approaches in a Yemeni context, especially in view of the students‟ reading needs at the tertiary level in Yemen.
format	Article
author	Hazita Azman, Abdullah Mohammad Bhooth, Kemboja Ismail,
spellingShingle	Hazita Azman, Abdullah Mohammad Bhooth, Kemboja Ismail, Readers reading practices of EFL Yemeni students: recommendations for the 21st century
author_facet	Hazita Azman, Abdullah Mohammad Bhooth, Kemboja Ismail,
author_sort	Hazita Azman,
title	Readers reading practices of EFL Yemeni students: recommendations for the 21st century
title_short	Readers reading practices of EFL Yemeni students: recommendations for the 21st century
title_full	Readers reading practices of EFL Yemeni students: recommendations for the 21st century
title_fullStr	Readers reading practices of EFL Yemeni students: recommendations for the 21st century
title_full_unstemmed	Readers reading practices of EFL Yemeni students: recommendations for the 21st century
title_sort	readers reading practices of efl yemeni students: recommendations for the 21st century
publisher	Penerbit UKM
publishDate	2013
url	http://journalarticle.ukm.my/6594/ http://journalarticle.ukm.my/6594/ http://journalarticle.ukm.my/6594/1/4221-9723-1-SM.pdf
first_indexed	2023-09-18T19:47:20Z
last_indexed	2023-09-18T19:47:20Z
_version_	1777405988183212032

Readers reading practices of EFL Yemeni students: recommendations for the 21st century

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