Reading skills (Higher education)
For the Teaching of English as Second Language, learning and mastering the English language can be challenging, daunting and sometimes dull. From a skills-based approach in language teaching, the language is divided into the four skills of listening, speaking, reading and writing. Reading is the foundation of learning new knowledge and gaining new skills, therefore, the ultimate goal of reading is to achieve comprehension. In other words, reading is a meaning making process and this belief is supported by the constructivist view point that students in a reading class should be active participants in meaning making. Although this is desirable, achieving it can prove to be challenging. Hence, English teachers often attempt various strategies and methods to make English lessons interesting to promote students’ motivation and active participation in the teaching and learning process. In this connection, this paper presents focused group interview findings from a six-week study conducted to examine the role of set induction in the promotion of motivation and facilitation of reading skills of the English language. The samples involved were two Intermediate level groups of foreign students who are weak in the English language and undergoing the intensive English course at a private institution of higher learning in Malaysia. Findings indicate that appropriate selection and integration of set induction plays a critical role in motivating students to successfully attempt reading tasks as well as facilitating the necessary reading skills involved in this process.
Paper presented at the 1st International Conference on Tertiary Education Language (11-12 October 2012; Subang Jaya, Malaysia)