Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study

Engaging students in reading permits students to experience reading in a more meaningful manner as well as develop their identity as effective readers. Currently, the teaching of reading does not allow students to experience reading in an engaging and meaningful manner because the process of retriev...

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Main Authors:	Puteri Rohani Megat Abdul Rahim, Fatimah Hashim
Format:	Article
Language:	English
Published:	Penerbit UKM 2015
Online Access:	http://journalarticle.ukm.my/8259/ http://journalarticle.ukm.my/8259/ http://journalarticle.ukm.my/8259/1/7311-22069-1-PB.pdf

id	ukm-8259
recordtype	eprints
spelling	ukm-82592016-12-14T06:46:42Z http://journalarticle.ukm.my/8259/ Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study Puteri Rohani Megat Abdul Rahim, Fatimah Hashim, Engaging students in reading permits students to experience reading in a more meaningful manner as well as develop their identity as effective readers. Currently, the teaching of reading does not allow students to experience reading in an engaging and meaningful manner because the process of retrieving the required information at the end of the reading text has hindered them from experiencing reading in this manner. This exploratory study presents an approach to facilitate students‟ reading engagement through the employment of epistolary writing. The purpose was to explore the employment of epistolary writing in facilitating ESL students‟ reading engagement. The students wrote their understanding and interpretation of printed texts in the form of a letter to their instructor. Three third year students participated voluntarily in this case study. Data were collected through semi-structured interviews and documents such as students‟ letters, instructor's reflective notes, and pre-teaching and post-teaching questionnaires. Findings showed that the students appreciated that their voices were being considered throughout the teaching and learning process. They also described how relating their ideas through epistolary writing contributed to personal changes of viewing reading as an active process. The research highlights the value of including students‟ voices in the teaching and learning process. Allowing students to voice and share their learning experiences with their peers and the instructor, enabled the instructor to construct a better instructional approach to assist the students in their progress as engaged readers. In addition, this study extends knowledge that writing plays a key role in L2 tertiary level academic literacy development. Penerbit UKM 2015-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/8259/1/7311-22069-1-PB.pdf Puteri Rohani Megat Abdul Rahim, and Fatimah Hashim, (2015) Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study. GEMA: Online Journal of Language Studies, 15 (1). pp. 57-75. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Engaging students in reading permits students to experience reading in a more meaningful manner as well as develop their identity as effective readers. Currently, the teaching of reading does not allow students to experience reading in an engaging and meaningful manner because the process of retrieving the required information at the end of the reading text has hindered them from experiencing reading in this manner. This exploratory study presents an approach to facilitate students‟ reading engagement through the employment of epistolary writing. The purpose was to explore the employment of epistolary writing in facilitating ESL students‟ reading engagement. The students wrote their understanding and interpretation of printed texts in the form of a letter to their instructor. Three third year students participated voluntarily in this case study. Data were collected through semi-structured interviews and documents such as students‟ letters, instructor's reflective notes, and pre-teaching and post-teaching questionnaires. Findings showed that the students appreciated that their voices were being considered throughout the teaching and learning process. They also described how relating their ideas through epistolary writing contributed to personal changes of viewing reading as an active process. The research highlights the value of including students‟ voices in the teaching and learning process. Allowing students to voice and share their learning experiences with their peers and the instructor, enabled the instructor to construct a better instructional approach to assist the students in their progress as engaged readers. In addition, this study extends knowledge that writing plays a key role in L2 tertiary level academic literacy development.
format	Article
author	Puteri Rohani Megat Abdul Rahim, Fatimah Hashim,
spellingShingle	Puteri Rohani Megat Abdul Rahim, Fatimah Hashim, Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
author_facet	Puteri Rohani Megat Abdul Rahim, Fatimah Hashim,
author_sort	Puteri Rohani Megat Abdul Rahim,
title	Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
title_short	Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
title_full	Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
title_fullStr	Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
title_full_unstemmed	Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
title_sort	facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study
publisher	Penerbit UKM
publishDate	2015
url	http://journalarticle.ukm.my/8259/ http://journalarticle.ukm.my/8259/ http://journalarticle.ukm.my/8259/1/7311-22069-1-PB.pdf
first_indexed	2023-09-18T19:51:56Z
last_indexed	2023-09-18T19:51:56Z
_version_	1777406277592285184

Facilitating reading engagement by foregrounding students’ voices through epistolary writing: a case study

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