Exploring the Reading Instruction in Foundation English Courses for EFL Non-English Major Undergraduates
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Abstract
This study explored English reading instruction in foundation courses for non-English major undergraduates in Thai universities. 163 teachers completed an online questionnaire and eight teachers participated in semi-structured online interviews. Key findings revealed that building reading comprehension, teaching reading strategies, and building vocabulary were prioritized. Approximately 70% of the participants dedicated over half of class time to while-reading activities, followed by post-reading tasks at 63.19%. The study also found a balanced approach to reading instruction, with 45.55% of the activities being regularly teacher-led and 44.54% student-led. Balanced selection of materials that met the course requirements and students’ preferences and interests was also observed. Commercial 4-skill course books were the most commonly used materials. While the questionnaire data identified students’ limited vocabulary, negative attitudes to English reading, and low English proficiency as main challenges in teaching reading, 50% of the interviewees reported students’ inability to read English as their biggest challenge. Furthermore, over 60% of the participants did not incorporate extensive reading (ER) in their instruction, mainly due to concerns that students would not enjoy it, uncertainty about assessment methods, and time constraints. The study highlights current reading instruction practices and provides implications for improving English reading education for non-English majors in higher education.
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