Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor

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dc.contributor.authorKemaloglu-Er, Elif
dc.date.accessioned2025-01-06T17:23:08Z
dc.date.available2025-01-06T17:23:08Z
dc.date.issued2020
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractAcademic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiaryEnglish preparatory classes, to lay strong foundations for academic literacy, it is necessary to build awell-structured framework for academic reading instruction. One means of doing this is exploringthe pedagogical views and practices of experienced teachers. This qualitative case study focuses on ahighly experienced English instructor with established records of success and investigates theparticipant’s views about academic reading instruction, her academic reading instruction practices,and the extent of consistency between her views and practices. The instructor has forty-one years ofteaching experience, was given the Excellence in Teaching Award by her institution and is an activedigital immigrant with two educational blogs. The research reveals an in-depth analysis of theinstructor’s multiple subjectivities in academic reading instruction and the details about herinvestment in learning. The data were collected by semi-structured interviews, teacher’s blog postsand journal, and classroom observations and analyzed via thematic analysis. The findings displayedthat the instructor believes in the significance of construction and activation of students’ backgroundknowledge as well as teacher and student motivation for successful reading. She reported teachingand practicing a number of pre-, while- and post-reading strategies. The reading instruction practicesof the instructor displayed full compatibility with her concerning views. The study has significantimplications for contexts teaching English for academic purposes (EAP) and concludes thatexperienced L2 teachers may apply effective teaching practices and serve as examples for theircolleagues.
dc.identifier.doi10.29000/rumelide.792243
dc.identifier.endpage615
dc.identifier.issn2148-7782
dc.identifier.issn2148-9599
dc.identifier.issue20
dc.identifier.startpage597
dc.identifier.trdizinid457802
dc.identifier.urihttps://doi.org/10.29000/rumelide.792243
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/457802
dc.identifier.urihttps://hdl.handle.net/20.500.14669/653
dc.identifier.volume0
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofRumeliDE Dil ve Edebiyat Araştırmaları Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleAcademic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor
dc.typeArticle

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