This dissertation is a quasi-experimental quantitative study that aims at improving the skills of a group of english as a foreign language learners of reading, responding to, anad arguing about literature. The treatment included a series of mini-lessons that focused on making intertextual connections, strategic reading, contextualizing interpretations, critical thinking through graphic organizers, text annotation and close reading, self-driected learning through gradual release of responsibility, small group thematic discussions, use of literary critical theories, documentation and articulation of evidence, reader response to texts. This instructional model is grounded on the following models:
1- rod ellis (2005) principles for instructed second-language acquisition.
2- B. KUMARAVADIVELU (2003) beyond methods macro strategies for language teaching
3- Richard beach (1993). reader response theories
4- Weibell, Christian J., “Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning” (2011)
5- brain based learning principles
6- Dialogic teaching theory
Data collection included a pre-test and a post test to assess improvement of seniior level students’ literary reading skills, in addition to a participant structured observation grid.
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