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|Title||Impact of Extensive Reading on Literacy Perceptions and on EFL Writing Quality of English Major Students at the Islamic University of Gaza|
This study explores the impact of extensive reading (ER) in English language on students' perceptions of literacy activities in terms of their preferences for these activities, expectations of their abilities, and their experiences in writing. This present study also examines and analyzes the influence of ER on writing quality in terms of content knowledge, critical thinking, and language use. The study employed a quantitative and qualitative research design, embracing, to some extent, a program evaluation. For conducting this study, the researcher taught a college writing course- Writing 2- during the second semester, in the Islamic University (IUG), 2008. Two groups, control and experimental, of 83 participants were involved in the study. The experimental group included 44 participants; the control group consisted of 39 participants. ER was utilized and implemented as a supplementary technique for teaching the essay writing course. The data were obtained from a pre and post treatment questionnaire to investigate their literacy perceptions and pre and post treatment essay writing tests to evaluate their writing. Descriptive analytical approach was used for analyzing the data in the light of the constructivist theory in the scholarly literature. The findings revealed that the teaching program was successful in many ways. First of all, the students' distorted perceptions were positively changed into the right track to be good ground for literacy behavior. Most importantly, the students’ writing skills in English improved in that they achieved enhanced control of the several types of target genres, especially the argumentative genre. They started to employ their writing schemata and to exploit different aspects of qualified writing under the influence of ER as a supplementary approach. More significantly, they wrote at greater length, with clear organized structure and improved use of content knowledge and various linguistic resources to enrich their writing. The improved use of evidence, information, and negotiating of meaning in support of their arguments also indicated their development in critical thinking.
|Publisher||the islamic university|
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