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Reading That Matters: A Literature Review on Meaningful Reading Experiences in the EFL Classroom
Dalarna University, School of Humanities and Media Studies, English.
2015 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This thesis is a literature review on literature reading in the English as a Foreign Language

(EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary

schools. The underlying objective for this work is that meaningful reading experiences can

have a positive impact on a developing young individual on his or her way into adulthood. The

aim of this thesis is to explore what theories and methods are used when trying to create

prerequisites for meaningful reading experiences, and how these experiences actually are

realized. Qualitative methods are mainly used, except for a small section of the methodology

of finding the sources, which is quantitative in nature. Since very little previous research has

been done in the field, the six sources used in this review are internationally spread over five

continents. They are mainly analyzed from a theoretical background of reader response and

critical literacy perspectives. The main findings show that a number of theoretical approaches

and methodologies can be useful in creating meaningful reading experiences. What may have

proven most effective was addressing actual problems in the students’ everyday lives through

applied critical literacy.

Place, publisher, year, edition, pages
Keyword [en]
meaningful literature reading, EFL/ESL classroom, reader response theory, critical literacy
National Category
Specific Literatures
URN: urn:nbn:se:du-19886OAI: diva2:866587
Available from: 2015-11-03 Created: 2015-11-03

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