A Phenomenological Exploration of EFL Students’ Experiences With Graded Readers

DOI

10.2991/assehr.k.210120.154How to use a DOI?

Keywords

Graded readers, Extensive reading, leveled books, EFL reading classroom

Abstract

This phenomenological study investigated EFL students’ perception of Graded Readers (GRs) as reading materials based on their extensive reading classroom experience. In-depth interviews were employed as a primary data source. Meanwhile, students’ reading log, portfolio, and reflective essay were utilized to supplement the primary data and as data rigor. Four EFL students who had graded books in their reading class were interviewed to obtain the primary data. That number came from total students in the class with Extensive Reading intervention who experienced reading GRs several times. After the data were collected, they were analyzed using a coding process. Then, three main themes were explained in the interview data. First, the students perceived GRs as a beneficial reading material because of the different levels provided, vocabulary repetition, few page numbers, and representative illustration. Second, students considered GRs as an unfamiliar material because of limited resources and limited information. Last, students perceived GRs as less enjoyable due to limited details and few options of the genre. Conclusion and recommendations were also discussed in this report.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Evi Puspitasari
AU  - Almas Aufar
PY  - 2021
DA  - 2021/01/21
TI  - A Phenomenological Exploration of EFL Students’ Experiences With Graded Readers
BT  - Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)
PB  - Atlantis Press
SP  - 412
EP  - 418
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210120.154
DO  - 10.2991/assehr.k.210120.154
ID  - Puspitasari2021
ER  -