![]() ![]() However, very little is known about how students undertake such an endeavour. Extensive reading, a course component which is often encouraged within foreign language reading classes, allows students to self-select large volumes of text within their current reading ability (Waring, 2000). In fact, it has been shown that having students take control of their own learning by self-selecting materials is an important educational tool which encourages them to become more aware of themselves as learners and to have more involvement in their own learning (Ellis & Sinclair, 1989). Experiential learning involves students learning from their experiences by being actively involved in the process (Kohonen, 2005). In foreign language education, it has become common to encourage students to take initiative and become more active participants in their own learning. Keywords: extensive reading, graded readers, self-regulated reading, learner autonomy ![]() The paper will conclude with suggestions for assisting students to make more informed choices when selecting graded readers. Data from surveys showed that few students proved able to consistently make selections that met their expectations and that even after multiple book selections, some students continued to struggle with the task. ![]() This study investigates the criteria students used when making graded reader selections for the extensive reading component of freshman level reading and writing courses at a university in Japan. With the shifting of responsibility to the students, however, it is important to understand what criteria students are using in the material selection process. Material selection is one way through which students are empowered to take a more active role in their language learning. Studies in Self-Access Learning Journal, 10(3), 258-281. An investigation into the criteria students use when selecting graded readers. Phoebe Lyon, Kanda University of International StudiesĪmber Barr, formerly Kanda University of International Studies ![]()
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