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Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 اردیبهشت 1403 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2024.61003.2626 | ||
| نویسندگان | ||
| Afsar Rouhi* 1؛ Afsaneh Saeedakhtar2؛ Behrooz seifi3؛ Reza Abdi1 | ||
| 1University of Mohaghegh Ardabili | ||
| 2English Department, Faculty of Literature and Humanities, University of Mohaghegh Ardabili, Ardabil, Iran | ||
| 3English Department, Faculty of Literature and Humanities, Ardabil, Iran | ||
| چکیده | ||
| Objective: This study explores the effect of recruiting topics valued by students along with the interest-igniting mode of reading texts, collectively framed as funds of identity, on willingness to read. Methods: To this end, three groups of students were recruited. Over a 17-session 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 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 | ||
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آمار تعداد مشاهده مقاله: 88 |
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