آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,535 |
| تعداد مقالات | 18,721 |
| تعداد مشاهده مقاله | 61,673,188 |
| تعداد دریافت فایل اصل مقاله | 22,400,089 |
Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books | ||
| Journal of English Language Teaching and Learning | ||
| دوره 16، شماره 34، 2024، صفحه 369-386 اصل مقاله (884.23 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2024.61003.2626 | ||
| نویسندگان | ||
| Afsar Rouhi* ؛ Afsaneh Saeedakhtar؛ Behrooz seifi؛ Reza Abdi | ||
| Department of English Language and Literature, University of Mohaghegh Ardabili, Iran | ||
| چکیده | ||
| Objective: This study explores the effect of recruiting topics highly valued by students along with the interest-igniting mode of reading texts in the site of practice, collectively framed as funds of identity (FoI), on willingness to read (WTR). Methods: To this end, three groups of students were recruited. Over a 17-session extracurricular experiment, all the three groups received books in and out of tune with their FoI, elicited through an initial-semester researcher-made questionnaire. One group (n = 20) received e-books with few interactive features, the second group (n = 20) received e-books with no interactive features, and the third group (n = 20) received print books. WTR and attitude changes toward e-books were assessed using initial- and final-semester questionnaires. Students were also required to send summaries of their readings and keep journals throughout the experiment. They finally gave a post-treatment interview. Results: Qualitative sets of data in juxtaposition with quantitative ones lent support to the positive influence FoI and e-books—as on-site emerging FoI—exercised on WTR and attitude change toward e-books. Conclusions: FoI operationalized through e-books increased learners' WTR. In light of the patterns of changes observed, FoI of students are suggested to be taken into consideration for obtaining better educational results. | ||
| کلیدواژهها | ||
| E-books؛ funds of identity؛ funds of knowledge؛ willingness to read | ||
| مراجع | ||
|
Ares, N., & Buendia, E. (2007). Opportunities lost: Local translations of advocacy policy conversations. Teachers College Record, 109(3), 561–589.
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389–411.
Bamberg, M. (2011). Who am I? Narration and its contribution to self and identity. Theory and Psychology, 21(1), 3–24.
Bartolome, L. (1994). Beyond the methods: Toward a humanizing pedagogy. Harvard Educational Review, 64(4), 173–195.
Beck, I., & McKeown, M. (1999). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 789–814). Longman.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
Donato, R., & Davin, K. J. (2017). The genesis of classroom discursive practices as history-in-person processes. Language Teaching Research, 22(6), 739–760.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters.
Ducker, N. T. (2022). Bridging the gap between willingness to communicate and learner talk. Modern Language Journal, 106(1), 216–244.
Esteban-Guitart, M. (2012). Towards a multimethodological approach to identification of funds of identity, small stories and master narratives. Narrative Inquiry, 22(1), 173–180.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non-English major university students. Journal of Language and Social Psychology, 31(2), 197–211
Grimshaw, S., Dugworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 35, 583–599.
Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests. Journal of Curriculum Studies, 43(2), 185–205.
Hogg, L. (2016). Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice. Teachers and Curriculum, 16(1), 50–55.
Huang, H. C. (2013). E-learning and e-discussion: EFL learners’ perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258–281.
Kao, G. Y.-M., Tsai, C.-C., Liu, C. Y., & Yang C.-H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension, and chromatics concepts. Computers & Education, 100, 50–70.
Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: Testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 38(10), 871–885.
Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega & Z.-H. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman. PA John Benjamins.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3–26.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545–562.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.
Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Rahimi, M., & Alavi, J. (2017). The role of teaching experience in language teachers’ perceptions of a top-down curriculum change. The Curriculum Journal, 28(3), 1–25.
Rapley, T. J. (2001). The art(fulness) of open-ended interviewing: Some considerations on analysing interviews. Qualitative Research, Ι (3), 303–323.
Rios-Aguilar, C., (2010). Measuring funds of knowledge: Contributions to Latino/a students’ academic and non-academic outcomes. Teachers College Record, 112(8), 2209–2257.
Rios-Aguilar, C., Kiyama, J. M., Gravitt, M., & Moll, L. (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163–184.
Rogers, E. M. (2003). Diffusion of innovations, 5th ed, Free Press.
Salazar, M. C. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121–148.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512–520.
Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
Vélez-Ibáñez, C. G., & Greenberg, J. B. (1992). Formation and transformation of funds of knowledge among U.S.-Mexican households. Anthropology and Education Quarterly, 23, 313–335.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Waddington, J., & Esteban-Guitart, M. (2024). Funds of knowledge and identity in language learning and teaching. Innovation in Language Learning and Teaching, 1–7. https://doi.org/10.1080/17501229.2024.2328306
Wieland, A., Durach, C. F., Kembro, J., & Treiblmaier, H. (2017). Statistical and judgmental criteria for scale purification. Supply chain management: An International Journal, 22(4), 321–328. https://doi.org/10.1108/SCM-07-2016-0230
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. http://dx.doi.org/10.1037/0022-0663.89.3.420
Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford University Press.
Zhang, H., & Kim, Y. (2014). Foreign language reading anxiety: Chinese learners of Korean. Studies in Linguistics, 32, 21–45. http://dx.doi.org/10.17002/sil.32.201407.229 | ||
|
آمار تعداد مشاهده مقاله: 502 تعداد دریافت فایل اصل مقاله: 449 |
||