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https://ptsldigital.ukm.my/jspui/handle/123456789/497491Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Hazita Azman, Prof. Dr. | - |
| dc.contributor.author | Abdullah Mohammad Abduh Bhooth (P52082) | - |
| dc.date.accessioned | 2023-10-13T08:04:11Z | - |
| dc.date.available | 2023-10-13T08:04:11Z | - |
| dc.date.issued | 2015-02-02 | - |
| dc.identifier.other | ukmvital:81144 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497491 | - |
| dc.description | This research was conducted to investigate the use of Integrated Teaching English Language Literacy Approach in Yemen (InTELLY), a teaching methodology derived from the Four Resources Model and the Learning by Design Framework. It explores the impact of this method on improving students’ reading practices and the students’ perceptions of InTELLY whilst identifying the factors that enhance or inhibit the implementation of InTELLY in the classroom. The instructional intervention, InTELLY, was experimented on 45 students majoring in English as a Foreign Language at Dhamar University, Yemen. Formative and design experiment was adopted as the conceptual framework for the intervention methodology where mixed method approaches were employed to collect and to triangulate quantitative and qualitative data. Quantitative data was gathered through a survey questionnaire and analysed statistically using SPSS where the students’ perceptions are reported in percentages and mean scores. Meanwhile qualitative data was collected through three sources: semi-structured interviews, teacher reflection journals and student reflection journals. These data were analysed and coded into themes using Nvivo 9.2 software. Three important findings were revealed by this research. Firstly, it was found that the students' reading practices had significantly improved post intervention, in the areas of experiencing, conceptualising, analysing and applying practices as a result of the InTELLY intervention. Secondly, students’ mother tongue was found to be a useful scaffolding tool to facilitate students’ learning. Thirdly, significant changes in the classroom environment were found where increased engagement in reading and learning as well as collaborative learning elements were evident. This study implies that InTELLY could serve as a potential methodology for teaching reading in the EFL Yemeni context. However, its implementation requires endorsement from the educational system, the policy makers and curriculum planners, as well as teacher training programmes to ensure efficient implementation.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | English language | - |
| dc.subject | Literacy approach | - |
| dc.subject | Yemeni students | - |
| dc.subject | Reading practices | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | Development of an integrated teaching English language literacy approach and its effectiveness on improving EFL Yemeni students reading practices | - |
| dc.type | Theses | - |
| dc.format.pages | 392 | - |
| dc.identifier.barcode | 002140 | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_81144+SOURCE1+SOURCE1.0.PDF Restricted Access | 546.29 kB | Adobe PDF |  View/Open |
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