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Tackling the Case of Reading Skill in University Foundation Programs
Reading is considered a key skill taught at the university. The dilemma lies in the challenges students face in reading classes. In view of that, this research aims to look into how best to enhance reading skill delivery techniques and find out practically feasible implications to overcome such obstacles. In order to find such techniques, the researcher seeks to investigate the lecturers’ opinions and their roles in improving the teaching of this skill in the foundation program (FP) in English as a Foreign Language (EFL) context. A total number of 10 lecturers, belonging to the FP are the participants in this research. It has been decided to apply the qualitative inductive thematic analysis by semi-structured interviews with the lecturers. Finally, the modus operandi to be acted on in classes is provided to ameliorate competent and appropriate delivery of the reading skills in a more convenient manner. The recommended strategies are categorized into three groups of pre-, while and post-reading strategies that can be used by reading teachers.
Reading skill, Pre-Reading Strategies, While-Reading Strategies, Post-Reading Strategies, Foundation
Citation: Shirin Shafiei Ebrahimi and Meridith Lovell-Johnston (2023). Tackling the Case of Reading Skill in University Foundation Programs. Horizon J. Hum. Soc. Sci. Res. 5 (1), 77–88. https://doi.org/10.37534/bp.jhssr.2023.v5.n1.id1214.p77
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