Abstract
Struggling college EFL learners typically have minimal understanding of the texts and feel apprehensive about sharing their responses, leading to disengagement and disinterest in the classroom. Unlike independent readers who possess strategies to comprehend a text, struggling readers tend to rely on others for assistance in making sense of the material (Beers, 2003). The situation leads me to consider what reading instruction can offer struggling learners engaging experiences that enhance their enjoyment and involvement in learning, thereby improving their reading strategies and comprehension. This study investigates whether interactive picture book reading instruction emphasizing thinking-intensive interactions with struggling college EFL learners can lead to greater learning enjoyment, improved reading strategies, and enhanced reading comprehension. Modern picture books address complex themes relevant to older learners and provide accessible reading materials. Therefore, the study’s objectives are (1) to foster an appreciation for meaningful stories and (2) to demonstrate and discuss reading strategies for constructing meaning from texts. In this session, the presenter will illustrate how the instructor engages struggling college EFL learners during interactive reading. By encouraging connections, questions, inferences, and synthesis, these learners can understand the text without allowing decoding to hinder comprehension or enjoyment. A reading strategy rubric will evaluate how interactive picture book instruction improves reading strategies for struggling learners. By promoting enjoyable interactions, we expect better learning outcomes and increased success in future reading activities. Ultimately, this program aims to empower struggling learners, helping them feel confident rather than overwhelmed.
Details
Presentation Type
Theme
KEYWORDS
College EFL Learners, Struggling Readers, Reading Strategies, Picture Books
