Understanding academic reading experiences and shifts in reading strategies within a sociocultural context : a case study of Malaysian undergraduates in a British University
Research into L2 reading is well developed. Most of this research, however, views reading within a cognitive and linguistic theoretical framework. It may be argued, however, that an understanding of the reading process can no longer be achieved if restricted to linguistic and cognitive activities. This thesis attempts to draw on sociocultural perspectives to describe ESL academic reading development. A longitudinal approach is adopted to explore the perceptions and experiences of academic reading of a group of Malaysian undergraduates studying in a British university over a period of two academic years. Using multiple case study design and phenomenography as guiding principles, data collection methods include individual interviews and reading diaries. This research has been conducted in a university in the United Kingdom with five male and six female Malaysian undergraduates. All the participants were fluent English as a Second Language (ESL) speakers. Data were analysed based on phenomenographic and thematic analysis principles, using qualitative data processing software, Nvivo10. The findings suggest that these participantsâ perceptions of academic reading are influenced by their perceptions of the role
Jawing, Esther
LB Theory and practice of education
Understanding academic reading experiences and shifts in reading strategies within a sociocultural context : a case study of Malaysian undergraduates in a British University. Research into L2 reading is well developed. Most of this research, however, views reading within a cognitive and linguistic theoretical framework. It may be argued, however, that an understanding of the reading process can no longer be achieved if restricted to linguistic and cognitive activities. This thesis attempts to draw on sociocultural perspectives to describe ESL academic reading development. A longitudinal approach is adopted to explore the perceptions and experiences of academic reading of a group of Malaysian undergraduates studying in a British university over a period of two academic years. Using multiple case study design and phenomenography as guiding principles, data collection methods include individual interviews and reading diaries. This research has been conducted in a university in the United Kingdom with five male and six female Malaysian undergraduates. All the participants were fluent English as a Second Language (ESL) speakers. Data were analysed based on phenomenographic and thematic analysis principles, using qualitative data processing software, Nvivo10. The findings suggest that these participantsâ perceptions of academic reading are influenced by their perceptions of the role
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