Motivating Literacy and Literary Skills in Students for Remediation: An Innovative and Foregrounding Approach
DOI:
https://doi.org/10.47672/ajep.1113Keywords:
Reading skills, writing skills, literary skills, IFAMLSIS, FAMS, ESL.Abstract
Purpose: Innovative And Foregrounding Approach to Motivating Literacy and Literary Skills (IFAMLSIS) provides a summary of the writer's foreground approach to motivating students on the core aspects of reading, writing and literary skills spectacled from an innovative skills program. The module, an action research, was developed as part of remediation program for students who lacked the proficiency in English language in the Department of English of the Federal College of Education Kano, Nigeria. The focus of this review is on the fundamental components of reading, writing, and literary abilities as seen through the lens of a novel Foregrounding Approach. It has been developed with purposeful activities that are meant to ground students in the skill of reading and enjoying literary texts, which in turn, are imagined, would change them into competent writers.
Methodology: The module's operation is based on the collaborative "Think-Pair-Share" model, which allows students to work or navigate through assignments independently at first, then in pairs, groups, or as a class, as well as share ideas and cooperate on tasks and projects.
Findings: The researcher reveals the several modules created for remediation for students with deficiencies in English language. Each part includes thorough explanations and summaries of the contents of each unit. Also included are suggestions for the implementation of the program as well as its advantages, particularly for ESL students.
Contribution to theory: Although the module's implementation is still in development, it is anticipated that the results will be favorable. The module will be improved using the results of its pilot testing. The government, the commercial sector, and other stakeholders in higher education are urged to contribute financially to the publication, mass manufacturing, and distribution of the module throughout Nigerian colleges of education and elsewhere.
Downloads
References
Aborisade, P. A. (2013). "Blended learning in English for Academic Purposes courses: A Nigerian case study" in B. Tomlinson & C. Whittaker (Eds.), Blended learning in English language teaching: course design and implementation. London British Council, UK.
AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners' achievement in communication skills. Computers & Education, 58(1), 231-239.
Ang, K. C., Afzal, F., & Crawford, L. H. (2021). Transitioning from passive to active learning: Preparing future project leaders. Project Leadership and Society, 2, 100016.
Ataman, M. L. (2004). Hints on English and Literary Forms. Ibadan: Safmos Publishers.
Bell, C. A., Wilson, S., Higgins, T., & McCoach, D. B. (2010). Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education, 41(5), 479-512.
Bigge, M. and Shermis, S. (1998). Learning Theories for Teachers. London: Longman Concise Oxford English Dictionary (2008) Eleventh Edition.
Geisler, C. (2013). Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophy. Routledge.
Grellet, F., & Francoise, G. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge university press.
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom"oriented investigation of the effects of motivational strategies on student motivation. TESOL quarterly, 42(1), 55-77.
Hall, G. (2005). Literature in language education. Springer.
Hinkel, E. (2011). What research on second language writing tells us and what it doesn't? In Handbook of research in second language teaching and learning (pp. 523-538). Routledge.
Hobbs, R., & Frost, R. (2003). Measuring the acquisition of media"literacy skills. Reading research quarterly, 38(3), 330-355.
Hyland, K. (2015). Teaching and researching writing. Routledge.
Improving Adult Literacy Instruction: (2012). Developing Reading and Writing: National Research Council Research of the National Academies http://sites.nationalacademies.org/DBASSE, National Academies Press, Washington
Janicki, T., & Liegle, J. O. (2001). Development and evaluation of a framework for creating web-based learning modules: a pedagogical and systems perspective. Journal of Asynchronous Learning Networks, 5(1), 58-84.
Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.
Khalifa, R. M. (2017). The Effectiveness of Using Think-Pair-Share Strategy on Developing Eleventh Graders' Writing Skills at Rafah Governmental Schools (Doctoral dissertation).
Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913-935.
Liu, X., & Pei, J. (2021). Effects of IELTS reading education by using new media learning environments effectively. Interactive Learning Environments, 1-17.
Marulanda Ãngel, N. L., & MartÃnez GarcÃa, J. M. (2017). Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge. Gist Education and Learning Research Journal, 14, 49-67.
Marzano, R. J. (2005). A handbook for classroom management that works. ASCD.
Masie, E. (1995). The computer training handbook: strategies for helping people to learn technology. Human Resource Development.
McDonough, K., & Chaikitmongkol, W. (2007). Teachers' and learners' reactions to a task"based EFL course in Thailand. Tesol Quarterly, 41(1), 107-132.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107.
Newell, G. E., VanDerHeide, J., & Olsen, A. W. (2014). High school English language arts teachers' argumentative epistemologies for teaching writing. Research in the Teaching of English, 95-119.
Patel, M. F., & Jain, P. M. (2008). English language teaching. Sunrise Publishers and Distributors.
Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence-E-Book: Listening, speaking, reading, Writing, and Communicating. Elsevier Health Sciences.
Pianta, R. C. (2013). Classroom management and relationships between children and teachers: Implications for research and practice. In Handbook of classroom management (pp. 695-720). Routledge.
Risager, K. (2007). Language and culture pedagogy. In Language and Culture Pedagogy. Multilingual Matters.
Robinson-Madden, S. M. (2021). Teaching Strategies Leading to Success in Self-Contained Classrooms (Doctoral dissertation, Nova Southeastern University).
Rodinadze, S., & Zarbazoia, K. (2012). The advantages of information technology in teaching English language. Frontiers of Language and Teaching, 3(5), 271-275.
Saleh, S. E. (2019). Critical thinking as a 21st century skill: conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching.
Solak and Bayar (2007), "˜'Current Challenges in English Language Learning in Turkey Context,'' Participatory Education Research (PER) Vol 2 (1) pp106-115) 2015
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes. International Journal of Instruction, 14(3), 873-892.
Tan, P., & Tan, K. (2020). In-game instructions: The extent of their usefulness in enhancing the vocabulary acquisition of ESL learners. International Journal of Emerging Technologies in Learning (iJET), 15(4), 73-89.
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213-240.
Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. Interventions for academic and behavior problems II: Preventive and remedial approaches, 44, 1-25.
West, M. D. (2011). Using Technology to Personalized Learning and Assess Students in Real-Time.
Wiese, A. M., & Garcia, E. E. (1998). The Bilingual Education Act: Language minority students and equal educational opportunity. Bilingual Research Journal, 22(1), 1-18.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL quarterly, 16(2), 195-209.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
